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It is essential that we all know as much as possible about other parts of the globe—the far distant as well as the near by—and that children begin learning about the interrelationships of places and peoples as soon as they have learned the concepts of home and community.
--Dr. James W. Scott, Professor of Geography and Director, Center for Pacific Northwest Studies, Western Washington University
PART I: TABLE OF CONTENTS
PART II: APPLICATION COVER SHEET
PART II: NOTICE OF INTENT
PART II: ABSTRACT OF PROPOSED CHARTER SCHOOL
PART III: STATEMENT OF ASSURANCES
PART IV: CHARTER SCHOOL MISSION AND STATEMENT OF NEED 1
Mission Statement 1
How will the school know if it is achieving its mission? 1
Statement of Need 2
PART V: EDUCATIONAL PLAN 5
A. Curriculum Framework 5
1. Philosophy and Approach to Instruction 5
2. Description of the Curriculum 32
3. Alignment with NM Standards 32
4. Strategies and Methods (Taught Curriculum) 32
B. Educational Program 34
1. Length of School Day and School Year 34
2. Grade Levels, Class Size, and Projected Enrollment 35
3. Graduation Requirements (if applicable) 35
4. Homework Policy 35
5. School Colors, Logo, and Mascot 35
C. Student Performance Expectations 35
D. Plan for Evaluating Student Performance (Assessed Curriculum) 36
E. Special Populations 42
PART VI: FINANCIAL PLAN 58
A. Budget 58
B. Fiscal Management 60
PART VII: GOVERNANCE/MANAGEMENT PLAN 67
A. Governance/Management Structure 67
B. Description of the Governing Body 69
C. Partnerships 74
D. School Organizational Structure 74
E. Employee Relations 84
F. Student Enrollment Procedures and Discipline Policy 90
G. Facilities 95
H. Other Student Services 97
PART VIII: Requirements 99
A. Legal Liability and Insurance Coverage 99
B. Waivers 99
PART II: APPLICATION COVER SHEET
School Information:
Name of Proposed Charter School: New Mexico International School
School Address (if known): 1776 Montaño Road, NW, Building 3
School Location (City/Town): Los Ranchos de Albuquerque, NM 87107
School District within which the school will be located: Albuquerque Public Schools
Contact Information:
Primary Contact Person: Carlos R. Pagán
Address: Post Office Box 1181
City: Corrales State: NM Zip: 87048
Daytime Tel: (505) 270-5870 (cell) Fax: NA
Alternate Tel (505) 890-4030 (home) E-mail: crpagan@
Secondary Contact Person: Nicole Montague
Address: Post Office Box 36414
City: Albuquerque State: NM Zip: 87176
Daytime Tel (505) 554-9389 Fax: NA
Alternate Tel: NA E-mail: sunshine4cole@
Partner Organizations (if applicable): NA
____________________________________________________________________________________
Enrollment Information:
NOTE: If the charter school will be located in a school district that has a total enrollment of not more than one thousand three hundred (1,300) students, the charter school’s proposed enrollment for all grades, in combination with any other charter school’s enrollment for all grades, will neither equal nor exceed ten (10) percent of the total MEM of that school district [6.80.4.9.C.6 NMAC]
Grade span at full enrollment: K-5 Total number of students at full enrollment: 240
Complete the chart. Indicate phase-in grades if applicable.
|School Year |Grade Levels |Total Projected Student Enrollment |
|First Year 2011-12 |K-2 |120 |
|Second Year 2012-13 |K-3 |160 |
|Third Year 2013-14 |K-4 |200 |
|Fourth Year 2014-15 |K-5 |240 |
|Fifth Year 2015-16 |NA |NA |
PART II: NOTICE OF INTENT
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PART II: ABSTRACT OF PROPOSED CHARTER SCHOOL
New Mexico International School (NMIS) will address the international education and foreign language needs of New Mexico students by offering the International Baccalaureate’s Primary Years Program and the study of foreign languages in a one-way language immersion educational environment. Students will enter a K-5 educational program that is rigorous, standards-based, and focused on addressing the academic and linguistic needs of students. NMIS’ philosophy and instructional approach is research-based and incorporates best-practices in all aspects of instruction.
The educational plan for NMIS includes the following main components:
• A rigorous world curriculum based on the content standards of the State of New Mexico and educational principles of the International Baccalaureate Primary Years Program.
• An opportunity for students to become bilingual and biliterate in Spanish and English and conversant in a third language (Arabic).
• An opportunity for students to engage in after school/extended day enrichment activities including formal participation in an athletic program offering non-traditional sports such as lacrosse, fencing, and martial arts.
PART III: STATEMENT OF ASSURANCES
STATE OF NEW MEXICO )
)
COUNTY OF BERNALILLO)
I, Carlos R. Pagán, after being duly sworn, state as follows:
1. My name is Carlos R. Pagán and I reside in Corrales, New Mexico.
2. I am the authorized representative of the governing body of the proposed NEW MEXICO INTERNATIONAL SCHOOL to be located at 1776 Montaño Road, NW, Building 3, Los Ranchos de Albuquerque, NM, I certify that, if awarded a charter:
1. The CHARTER SCHOOL’s admission process shall not discriminate against anyone regarding race, gender, national origin, color, ability level, or age.
2. If more students apply than can be accommodated, The CHARTER SCHOOL shall admit students on the basis of a lottery.
3. The CHARTER SCHOOL’s admission processes shall be in compliance with Section 22-8B-4.1 NMSA 1978.
4. The CHARTER SCHOOL shall be a nonsectarian, non-religious, and non-home-based public school.
5. Except as otherwise provided in the Public School Code, the CHARTER SCHOOL shall not charge tuition or have admission requirements.
6. The CHARTER SCHOOL shall comply with all state and federal health and safety requirements applicable to public schools, including those health and safety codes relating to educational building occupancy.
7. The governing body shall not contract with a for-profit entity for the management of the CHARTER SCHOOL.
8. The CHARTER SCHOOL shall comply with all applicable state and federal laws and rules related to providing special education services.
9. The CHARTER SCHOOL shall avoid apparent and actual conflicts of interest when administering grants and entering into contracts for equipment and services.
10. The CHARTER SCHOOL shall comply with conflict of interest provisions identified in the New Mexico Procurement Code, Section 13-1-128 et seq. NMSA 1978 and the Prohibited Sales Act, Section 22-21-1 et seq. NMSA 1978; and the federal regulations at 34 CFR 75.525 and 80.36.
11. The CHARTER SCHOOL shall ensure that criminal background checks are conducted on all employees in accordance with Section 22-10A-5 NMSA 1978.
12. The CHARTER SCHOOL shall develop written procurement procedures and conduct all procurement transactions in a manner that provides open and fair competition.
13. The CHARTER SCHOOL shall comply with the Age Discrimination Act of 1975, Title VI
14. of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and part B of the Individuals with Disabilities Education Act;
15. The CHARTER SCHOOL shall provide equitable access to and participation in its federally assisted program for students, teachers, and other program beneficiaries with special needs.
16. The CHARTER SCHOOL shall be economically sound and the fiscal management shall comply with all applicable federal and state laws, regulations and rules relative to fiscal procedures.
17. The CHARTER SCHOOL shall provide to the Public Education Commission by the sooner of the end of the planning year or within ten (10) days of receipt of any federal or state stimulus funds a detailed plan indicating how the CHARTER SCHOOL will manage its fiscal responsibilities, the plan will include a description of the internal control procedures that the charter school will utilize to safeguard assets, segregate its payroll and other check disbursement duties, provide reliable financial information, promote operational efficiency, and ensure compliance with all applicable federal statutes and regulations and state statutes and rules relative to fiscal procedures.
18. Meetings of the CHARTER SCHOOL Governing Body shall comply with the New Mexico Open Meetings Act, Sections 10-15-1 et seq., NMSA 1978.
19. The CHARTER SCHOOL shall adopt policies and procedures of the governing body, that address governance, relationship to staff, professional development, the role of the governing body in policy-making, personnel decisions, budgeting, and operation of the school, including how decisions will be made.
20. The Governing Body or head administrator of the CHARTER SCHOOL shall recognize and work with employee labor representatives, if any.
21. The CHARTER SCHOOL shall produce a certificate of occupancy prior to opening a facility for use as a school; the facility shall meet all applicable federal and state health, safety and code requirements and be suitable for use as a school.
22. The CHARTER SCHOOL shall develop and maintain a plan for addressing code, accessibility, health and safety requirements as well as operation, maintenance and repair of any facility it seeks to use as a school.
23. The CHARTER SCHOOL shall develop personnel policies that comply with all applicable federal and state labor laws, regulations and rules implementing them and shall submit the policies to the Public Education Department for comment prior to the hiring of any employees.
I hereby certify that the information submitted in this application for a charter is true to the best of my knowledge and belief. I understand that I am the authorized representative of the governing body of this proposed charter school.
[Signatures required on next page]
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PART IV: CHARTER SCHOOL MISSION AND STATEMENT OF NEED
Mission Statement
New Mexico International School (NMIS) will provide K-5 students an educational program focused on inquiry-based teaching and learning, the acquisition of languages, and the development of social, emotional, and rigorous academic skills necessary to function in our local, national, and international community. Students at NMIS will learn respect for themselves; their community; and the larger diverse world in which they live while developing a moral consciousness that will help them build integrity into their lives.
NMIS’s curriculum materials and instructional strategies will focus on carrying out educational goals identified in our mission statement. NMIS will immediately seek International Baccalaureate (IB) designation as a world school. IB designation will allow NMIS to offer the Primary Years Program (PYP) which has been proven to assist students in the acquisition of rigorous academic skills while embracing world cultures and languages.
The study of a second and third language will be a required component of the NMIS educational program. Students at NMIS will be expected to be proficient by the end of fifth grade in both English and Spanish and to begin studying a third language, Arabic, at the beginning of fourth grade. Spanish proficiency will be measured not only by the student’s ability to speak the language, but also by the student’s ability to engage with native-like fluency in writing and reading activities. NMIS will use a one-way immersion approach to teach languages.
How will the school know if it is achieving its mission?
NMIS has identified one organizational and three goals which are student performance Specific, Measurable, Ambitious and Attainable, Reflective of the School’s Mission, and Time-specific with Target Dates (SMART) goals. They are as follows:
Organizational Performance SMART Goals
1. By the end of the 2014-2015 (fourth year) school year, New Mexico International School will be designated as a world school by the International Baccalaureate organization and will officially begin to offer the Primary Years Program (PYP).
Student Performance SMART Summative Goals
2. By the end of the 2015-2016, students at New Mexico International School who have been in attendance at the school for 5 consecutive years, will score proficient or above on the English Standards Based Assessment and on the Spanish Logramos, 2nd Edition assessment.
3. By the end of the 2015-16 school year, students at New Mexico International School who have been in attendance at the school for fourth and fifth grade will score a Level 2, Early Intermediate in Arabic as measured by the Minnesota Modified Student Language Observation Matrix (MN-SOLOM).
4. By the end of the 2014-15 school year and thereafter, students at New Mexico International School who have been in attendance at the school for 4 or more consecutive years, will score proficient or above in all assessed content areas on the New Mexico Standards Based Assessment.
Statement of Need
John Roach (2006), a writer for the National Geography News, writes, “Young adults in the United States fail to understand the world and their place in it, according to a survey-based report on geographic literacy…” Roach goes on to point out that nine in ten young adults could not find Afghanistan on a map of Asia and that 54 percent were unaware that Sudan is a country in Africa.
Other research studies have also reported similar findings. The New York City-based Roper Public Affairs group conducted interviews of young adults in the United States between 2005 and 2006. The average respondent answered 54 percent of the world geography questions correctly. Another Roper survey showed that:
• Half of 18-24 year olds could not find New York State on a map of the United States.
• Fewer that three in ten felt that it was absolutely necessary to know where countries in the news were located.
• Only 14 percent believed speaking another language fluently was a necessary skill.
• Fewer than one in five young Americans owned a world map.
• Three in ten respondents placed the United States population between one and two billion.
• Seventy-four percent said English was the most commonly spoken native language in the world.
The Roper data point not only to a limited knowledge of world geography among young Americans, but only to a lack of interest in foreign languages. Other research centers and institutions of higher education have arrived at similar conclusions. The National Network for Early Language Learning reported in 2004 that due to pressures to meet No Child Left Behind student performance targets, many school systems have “cut back on foreign language study in the elementary grades…” (Walker and Cox, 2004).
Highlighting research conducted by Dr. Redmond’s, Associate Professor of Education at Wake Forest University, Walker and Cox shared the benefits of studying a second language and to the importance of beginning formal study of a language at a very young age. Their study reported that learning a second language improves listening ability, memory, creativity, and critical thinking. Dr. Redmond stressed the importance of “an uninterrupted sequence of foreign language study in grades K-12 to gain the level of proficiency needed to communicate with people around the world in other languages.” (Walker and Cox, 2004).
Furthermore, the American Council on the Teaching of Foreign Languages in collaboration with the National Foreign Language Standards Project (1996) has stressed the importance of speaking more than one language. The National Foreign Language Standards document begins with a important statement of principles pointing to the need to learn foreign language and for students who already speak a second language to maintain their first language.
Language and communication are the heart of the human experience. The United States must educate students who are equipped linguistically and culturally to communicate successfully in a pluralistic American society and abroad. This imperative envisions a future in which ALL students will develop and maintain proficiency in English and at least one other language, modern or classical. Children who come to school from non-English-speaking backgrounds should also have opportunities to develop further proficiencies in their first language. (National Foreign Language Standards, 1996)
The benefits of learning languages has been sufficiently studied and documented. The Center for Applied Linguistics (CAL) has reported some of the benefits of learning a second language. CAL researchers report that learning a second language at an early age has the following impact on children:
• Has a positive effect on intellectual growth.
• Enriches and enhances a child’s mental development.
• Leaves students with more flexibility in thinking, greater sensitivity to language, and a better ear for listening.
• Improves a child’s understanding of his/her native language.
• Gives a child the ability to communicate with people s/he would otherwise not have the chance to know.
• Opens the door to other cultures and helps a child understand and appreciate people from other countries.
• Gives a student a head start in language requirements for college.
• Increases job opportunities in many careers where knowing another language is a real asset.
Additional benefits associated with language study have been documented. Baum, Bischof, and Rabiteau (2002) study on Advance Placement scores on foreign language tests showed a “strong connection between the length of study (in years) and students’ scores on the corresponding AP examination. Students who had engaged in long sequences of language study (e.g., beginning in grades 4-6) performed significantly better on the corresponding AP exams and positioned themselves to be granted advanced placement and/or receive academic credit when entering college.”
Finally, the New Mexico State Constitution, Article 14, Section 8 points to the importance of bilingualism by requiring training of teachers in both English and Spanish. Section 8: Teachers to Learn English and Spanish states:
The legislature shall provide for the training of teachers in the normal schools or otherwise so that they may become proficient in both the English and Spanish languages, to qualify them to teach Spanish-speaking pupils and students in the public schools and educational institutions of the state, and shall provide proper means and methods to facilitate the teaching of the English language and other branches of learning to such pupils and students.
New Mexico International School (NMIS) will increase the number of opportunities available to students in the Albuquerque area to become proficient in a second language, conversant in a third language, and to improve their knowledge of world geography, cultures, and civilizations. NMIS will help reduce the long student waiting lists at currently operating charter schools offering similar programs.
The Albuquerque metropolitan area has already demonstrated a significant interest for schools that offer international and immersion language programs. Cien Aguas International School and Corrales International School have reported a long waiting list for admissions. These schools have also reported a nearly 100 percent return rate of enrolled families. If the charter is approved, New Mexico International School will share the Cottonwood Classical Preparatory School campus located in Los Ranchos de Albuquerque and will address some of the increasing demand for international and language programs.
PART V: EDUCATIONAL PLAN
A. Curriculum Framework
1. Philosophy and Approach to Instruction
Educational Philosophy and Curricular Approach, Justification for Selection, Research to Support Approach, Improved Student Performance, and Alignment with Mission and Student Needs
New Mexico International School’s curriculum framework consists of three components that are aligned with the school’s mission statement. The first component is the written curriculum. This component explains in great detail the school’s instructional philosophy and approach. It addresses the question, “What will students learn?”
The second component of NMIS’ framework is the taught curriculum. In this section, the question, “How will students learn?” is addressed. The International Baccalaureate planning documents provide some guidance in this area. However, the primary instructional strategies will derive from inquiry-based research and best practices. This component will also explain the one-way immersion approach to second and third language learning.
The third and final component of NMIS’ framework is the assessed curriculum. This component describes and explains all the formative and summative assessment that will be administered to monitor student progress and to generate quantitative and qualitative data to analyze. It will also provide important information on the alignment of the written, taught, and assessed curriculum. Most of the assessment information is provided in Section D of this charter application.
The Written Curriculum: International Baccalaureate Primary Years Program (PYP)
New Mexico Content Standards, Benchmarks, and Performance Standards and the International Baccalaureate Organization (IBO) curriculum documents provide the guidance in determining the written curriculum. NM Standard and IBO documents have been reviewed and topically aligned to ensure that the written curriculum is taught and assessed effectively.
Exhibit 1.0 illustrates that in addition to a written, taught, and assessed curriculum, students in the IB Primary Years Program will engage in learning that addresses a learner profile, attitudes and attributes, 6 content areas, and 6 trans-disciplinary themes.
Exhibit 1.0
Primary Years Program Curriculum Model
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The IB Learner Profile consists of 10 attributes (not individually identified in Exhibit 1.0) that are integrated in the daily routine of school and home. The 10 attributes that make up the profile are:
1. Inquirers: Students develop their natural curiosity. They acquire the skills necessary to
conduct inquiry and research and show independence in learning. They
actively enjoy learning and this love of learning will be sustained throughout
their lives.
2. Knowledgeable: Students explore concepts, ideas and issues that have local and global
significance. In so doing, they acquire in-depth knowledge and develop
understanding across a broad and balanced range of disciplines.
3. Thinkers: Students exercise initiative in applying thinking skills critically and creatively to
recognize and approach complex problems, and make reasoned, ethical
decisions.
4. Communicators: Students understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication.
They work effectively and willingly in collaboration with others.
5. Principled: Students act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities.
They take responsibility for their own actions and the consequences that accompany them.
6. Open-minded: Students understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
7. Caring: Students show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
8. Risk-takers: Students approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
9. Balanced: Students understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
10. Reflective: Students give thoughtful consideration to their own learning and experience.
They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
Exhibit 2.0 provides preliminary information on how New Mexico Content Standards, Benchmarks, and Performance Standards in language arts, mathematics and science are topically aligned to IB written curriculum documents. The first column identifies the age range. IB documents are designed to cover 3 years. This aspect of the IB Primary Years Program points to the importance of allowing students ample opportunities to master complex ideas and skills.
Columns 2 to 6 identify the specific learner objective to learn at each grade level or age span. The language arts matrix, for example, requires instruction in written, oral, and visual communication. In addition to listening, writing, reading, and speaking, the IB Primary Years Program provides opportunities for the learner to “view” information from a variety of visual media sources.
The final column in Exhibit 2.0 is perhaps the most relevant. This column demonstrates how the IB curriculum document is topically aligned with New Mexico Standards, Benchmarks, and Performance Standards. The alignment shows on a topic-only basis what New Mexico students are required to learn with what students in IB world schools study. Plans for a deep curriculum alignment between NM Content Standards and IB curriculum documents to ensure vertical articulation will be addressed in section 3.
Exhibit 2.0
New Mexico Content Standards, Benchmarks, and Performance Standards
Alignment with International Baccalaureate PYP Program
|Age Range |Language Arts |Alignment to NM State |
| | |Standards |
| |Instructional Materials: Houghton Mifflin | |
| |1. Oral Communication: Listening and Speaking |2. Written Communication: Reading and Writing |3. Visual Communication: Viewing and | |
| | | |Presenting | |
| |Students will: |Students will: | | |
| | | |Students will: | |
|5-7 |Share thoughts, feelings, and opinions |Demonstrate awareness of characters and plot |Understand that signs and symbols carry |K-4 Benchmark IA-ID; |
| |Listen to others carefully and with sensitivity |Use reference books and dictionary independently |meaning |K-4 Benchmark IIA-C; |
| |Identify main events and relevant points |Write confidently, with developing legibility and fluency |Read and use text with different types of |K-4 Benchmarks IIIA-B |
| |Anticipate and predict |Write for a variety of purposes |layout | |
| | |Use spelling patterns |Understand information presented by a range of| |
| | | |visual media | |
|7-9 |Use increasingly complex language confidently and |Read a variety of fiction and non-fiction books |Respond to viewing experiences orally and in |K-4 Benchmark IA-ID; |
| |creatively with increasing accuracy, detail, and |confidently, fluently, and independently |writing |K-4 Benchmark IIA-C; |
| |range of vocabulary |Understand and respond to the ideas, feelings, and |Interpret visual media and recognize the power|K-4 Benchmarks IIIA-B |
| |Become aware of the use of oral language to |attitudes expressed in reading materials |of visual media | |
| |articulate, organize and reflect on learning |Develop fluency in writing and write independently with |Learn how to make informed choices in their | |
| |Begin to communicate in Spanish |confidence |personal viewing experiences | |
| | |Use a wide and vivid vocabulary with supporting details |Use a variety of materials to plan and create | |
| | |Write for a range of purposes |projects | |
| | |Spell most high-frequency words accurately | | |
| | |Present their writing appropriately using a consistent, | | |
| | |legible style | | |
|9-12 |Use speech to inform, entertain, and influence |Recognize and appreciate literary styles, forms and |Respond to viewing experiences orally and in |K-4 Benchmark IA-ID; |
| |Understand that oral language is a medium for |structures |writing using specific vocabulary and |K-4 Benchmark IIA-C; |
| |learning |Appreciate the structural and stylistic differences |terminology. |K-4 Benchmarks IIIA-B |
| |Interact confidently with others |between non-fiction and fiction |Understand media elements and the effect of | |
| |Use a variety of linguistic structures and |Analyze details of plots and characterization |design on meaning of the visual | |
| |features of spoken language |Identify and appreciate author’s use of language |Identify stereotypes and the purpose of visual| |
| |Reflect on their communication approach to assess |Locate and use a range of reference materials |material | |
| |learning |Read for enjoyment and information |Recognize implications of commercial media | |
| | |Write fluently and effectively for a range of purposes | | |
| | |Understand different types of writing | | |
| | |Show clear awareness of audience in their writing | | |
| | |Use relevant and appropriate supporting details | | |
| | |Use appropriate writing process independently | | |
| | |Develop voice and style to personalize writing | | |
|Age Range |Mathematics |Alignment to NM State |
| | |Standards |
| |Instructional Materials: Everyday Math K-5 | |
| |1. Data Handling: Statistics and |2. Measurement |3. Shape and Space |4. Pattern and Function |5. Number | |
| |Probability | | | | | |
| | | | | | | |
| |Students will: | |Students will: |Students will: | | |
| | |Students will: | | |Students will: | |
|7-9 |Discuss, compare, and create sets |Estimate, measure, label, and|Sort, describe, and model |Recognize, describe, and |Read, write, estimate, count, compare, |Strands I-V. K-8 |
| |and subsets |compare length, mass, time, |regular and irregular |analyze patterns in number|and order numbers to 1,000, extending |Benchmarks |
| |Design, process and interpret data|and temperature |polygons |systems |understanding of the base 10 system to | |
| |from a survey |Determine appropriate tools |Combine and transfer 2-D |Identify patterns and |the thousands | |
| |Manipulate data in a database |and units of measurement |shapes to create another |rules of multiplication |Read, write, and model multiplication | |
| |Find, describe, and explain the |Estimate, measure, label, and|shape |and division |and division problems. | |
| |mode in a set of data |compare perimeter and area |Identify lines and axes of|Model multiplication as an|Use and describe multiple strategies to| |
| |Use probability to determine |Model the addition and |reflective and rotational |array |solve addition, subtraction, | |
| |outcome of mathematically fair and|subtraction of money |symmetry |Use number patterns to |multiplication, and division problems | |
| |unfair games |Able to read and write time |Understand angles as a |solve problems |Compare fractions using manipulatives | |
| | |to the minute and second |measure of rotation | |fractional notation and mathematical | |
| | | |Locate features on a grid | |vocabulary | |
| | | |using coordinates | |Understand and model concept of | |
| | | | | |equivalence to one | |
|9-12 |Collect, display, and interpret |Estimate, measure, label, |Use mathematical |Understand and use the |Read, write, and model numbers to one |Strands I-V. K-8 |
| |data in a variety of ways |and, compare perimeter, area,|vocabulary of 2-D and 3-D |relationship between four |million and beyond, extending the base |Benchmarks |
| |Compare data displays |and volume |shapes and angles |operations |10 to the millions and thousandths | |
| |Create and manipulate an |Develop procedures for |Classify, sort, and label |Model and explain number |Read, write, model, compare, and order | |
| |electronic database |finding perimeter |triangles and |patterns |fractions, decimals, and percentages | |
| |Set up a spreadsheet |Use the correct tool for any |quadrilaterals |Develop, explain, and |Interchange fractions, decimal, | |
| |Find, describe, and explain the |measurement with accuracy |Convert 2-D net into a 3-D|model simple algebraic |percentages | |
| |range, mode, median, mean |Measure and construct angles |shape |formulas |Add and subtract fractions with related| |
| |Use a numerical probability scale |in degrees using a protractor|Find and use scale and |Model exponents as |denominators, simplify fractions and | |
| |0-1 or 0-100% |Construct and use 12-hour and|ratio |repeated multiplication |explore fractions using calculator | |
| |Determine theoretical probability |24-hour timetables and be |Use language notation of |Understand and use |Add and subtract decimals | |
| |of an event and explain why this |able to use determine times |bearing to describe |exponents and roots as |Find and use ratios | |
| |might be different from the |worldwide |position |inverse functions |Read and write addition and subtraction| |
| |experimental probability | |Be able to read and plot | |of integers | |
| | | |coordinates in four | |Use exponential notation | |
| | | |quadrants | | | |
|Age Range |Science and Technology |Alignment to NM State |
| | |Standards |
| |Instructional materials: FOSS Science Kits, K-5 | |
| |Science and technology is an integrated area of inquiry. The unique perspective provided by following the strands outlined below contributes| |
| |to an understanding of human activity. | |
| |1. Living Things: The study of |2. Earth and Space: The study |3. Materials and Matter: The |4. Forces and energy: The study of energy, | |
| |humans and other animals, |of the planet Earth and its |study of the origins, |its origins and transfer, and its effects. | |
| |plants, and the environment and |relationship to the universe |properties, and uses of natural | | |
| |the interactions between them. | |and human-made solids, liquids, | | |
| | | |and gases. | | |
|5-7 |In this age range, students will develop their observational skills by using their senses to gather and record information, and will use |Strands: Scientific |
| |their observations to identify patterns, make predictions and refine their ideas. They will explore the way objects and phenomena function, |Thinking and Practice; |
| |identify parts of a system and gain an understanding of cause and effect relationships. Students will examine change over varying time |Content of Science; and |
| |periods and recognize that more than one variable may affect change. They will be aware of different perspectives and ways of organizing the|Science and Society. K-8 |
| |world and will show care and respect for themselves, other living things and the environment. Students will communicate their ideas or |Benchmarks I-III |
| |provide explanations using their own scientific experience. | |
|7-9 |In this age range, students will develop their observational skills by using their senses and selected observational tools. They will gather|Strands: Scientific |
| |and record observed information in a number of ways, and reflect on these findings to identify patterns or connections, make predictions, and|Thinking and Practice; |
| |test and refine their ideas with increasing accuracy. Students will explore the way objects and phenomena function, identify parts of a |Content of Science; and |
| |system and gain an understanding of increasingly complex cause and effect relationships. They will examine change over time and recognize |Science and Society. K-8 |
| |that change may be affected by one or more variables. They will be aware of different perspective and ways of organizing the world, and will|Benchmarks I-III |
| |be able to consider how these views and customs may have been formulated. Students will use their learning in science to plan positive and | |
| |realistic action to improve their welfare and that of other living things and the environment. Students will communicate their ideas to | |
| |provide explanations using their own scientific experience, and that of others. | |
|9-12 |In this age range, students will develop their observational skills by using their senses and selected observational tools. They will gather|Strands: Scientific |
| |and record observed information in a number of ways, and reflect on these findings to identify patterns or connections, make predictions, and|Thinking and Practice; |
| |test and refine their ideas with increasing accuracy. Students will explore the way objects and phenomena function, identify parts of a |Content of Science; and |
| |system and gain an understanding of increasingly complex cause and effect relationships. They will examine change over time and recognize |Science and Society. K-8 |
| |that change may be affected by one or more variables. They will be aware of different perspective and ways of organizing the world, and will|Benchmarks I-III |
| |be able to consider how these views and customs may have been formulated. Students will use their learning in science to plan positive and | |
| |realistic action to improve their welfare and that of other living things and the environment. Students will communicate their ideas to | |
| |provide explanations using their own scientific experience, and that of others. | |
The next outer circle in the Exhibit 1.0 identifies the four essential elements of the Primary Years Program (PYP). The essential elements are:
• Concepts: powerful ideas which have relevance within and across the disciplines and which students must explore and re-explore in order to develop understanding.
• Skills: those things the students need to be able to do to succeed in a changing, challenging world.
• Attitudes: dispositions which are expressions of fundamental values, beliefs, and feelings about learning, the environment, and people.
.
• Action: demonstration of deeper learning in responsible behavior through positive action and service; a manifestation in practice of the other essential elements.
Following the essential elements, students in PYP world schools must enroll in courses that address the six content areas: Language (including foreign languages), Social Studies, Mathematics, Science, the Arts, Personal, Social, and Physical Education.
Finally, the IB program consists of six trans-disciplinary themes that focus a school’s program of inquiry. A sample school Program of Inquiry (curriculum scope and sequence) addressing central ideas, key concepts, related concepts, and lines of inquiry for ages 5 to 12 follows definitions of the trans-disciplinary themes. The Program of Inquiry (Exhibit 3.0) must be developed by school staff and must incorporate all New Mexico Content Standards. Note: The IB Organization has copyright to all documents and information presented here.
• Who are we: An inquiry into the nature of the self; of our beliefs and values; of personal, physical, mental, social and spiritual health; of our families, friends, communities and cultures; of our rights and responsibilities; of what it means to be human.
• Where we are in place and time: An inquiry into orientation in place and time; of our personal histories; of history and geography from local and global perspectives; of our homes and journeys; of the discoveries, explorations and migrations of humankind; of the contributions of individuals and civilizations.
• How we express ourselves: An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
• How the world works: An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
• How we organize ourselves: An inquiry into the interconnectedness of human-made systems and communities; the structure of function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
• Sharing the planet: An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.
Exhibit 3.0
Sample Program of Inquiry for Primary Years Program
|Age |An inquiry into: |An inquiry into: |An inquiry into: |An inquiry into: |An inquiry into: |An inquiry into: |
| |Who we are |Where we are in place and |How we express ourselves |How the world works |How we organize ourselves |Sharing the planet |
| | |time | | | | |
|5–6 |Central idea |Central idea |Central idea |Central idea |Central idea |Central idea |
| |Making balanced choices about|Communities are enriched by |People recognize important |All living things go through a |Transportation systems are |People interact with, use and |
| |daily routines enables us to |their members and the |events through celebrations |process of change. |directly related to the needs |value the natural environment |
| |have a healthy lifestyle. |different perspectives they |and traditions. |Key concepts: change, |of a community. |in different ways. |
| |Key concepts: function, |bring. |Key concepts: form, |connection |Key concepts: function, |Key concepts: causation, |
| |causation, reflection |Key concepts: change, |perspective |Related concepts: cycles, |connection |responsibility, reflection |
| |Related concepts: balance, |perspective |Related concepts: beliefs, |transformation |Related concepts: systems |Related concepts: conservation,|
| |well-being |Related concepts: |culture, values |Lines of inquiry |Lines of inquiry |interdependence, order |
| |Lines of inquiry |continuity, diversity |Lines of inquiry |Life cycles |Specific purposes of different |Lines of inquiry |
| |Daily habits and routines |Lines of inquiry |What traditions are |How living things change over |transportation systems |Local natural environment |
| |(hygiene, sleep, play, |What a community is |How and why people celebrate |their life time |Factors that affect the kinds |Human use of the local |
| |eating) |People within a community |Similarities and differences |Developmental stages of various|of systems that can be |environment |
| |Balanced choices |The personal stories of |between various celebrations |living things |developed |Actions that benefit or harm |
| |Consequences of choices |community members | | |Relationship between |the local environment |
| | | | | |transportation systems and the | |
| | | | | |environment | |
|6–7 |Central idea |Central idea |Central idea |Central idea |Central idea |Central idea |
| |Homes reflect personal |Public areas strengthen |Imagination is a powerful |Understanding the properties of|Systems need to be in place to |People can establish practices |
| |identity and local culture. |communities and provide |tool for extending our |air allows people to make |maintain organization in |in order to sustain and |
| |Key concepts: form, |people with opportunities to|ability to think, create and |practical applications. |communities. |maintain the Earth’s resources.|
| |connection, perspective |connect. |express ourselves. |Key concepts: function, |Key concepts: connection, |Key concepts: change, |
| |Related concepts: creativity,|Key concepts: function, |Key concepts: causation, |causation |responsibility |responsibility, reflection |
| |diversity |connection |perspective, reflection |Related concepts: force, energy|Related concepts: |Related concepts: lifestyle, |
| |Lines of inquiry |Related concepts: |Related concepts: empathy, |Lines of inquiry |interdependence, organization, |resources |
| |The concept of home |cooperation, ownership |invention, transformation |The evidence of the existence |systems |Lines of inquiry |
| |Different types of homes |Lines of inquiry |Lines of inquiry |of air |Lines of inquiry |Limited nature of the Earth’s |
| |Circumstances that determine |Different public areas and |How we demonstrate and enjoy |What air can do and how we use |The concept of organization |resources |
| |where people live |their functions |our imagination |it |Different systems of |Personal choices that can help |
| | |How public areas develop |How our imagination helps us |The relationship between air, |organization that we use |sustain the environment |
| | |How these places differ from|to consider other |light and sound |personally |Reusing and recycling different|
| | |our homes |perspectives | |Different systems of |materials |
| | | |How imagination helps us to | |organization in our community |Reducing waste |
| | | |solve problems | |Collection, storage and use of | |
| | | |The value of imagination | |information for organization | |
|7–8 |Central idea |Central idea |Central idea |Central idea |Central idea |Central idea |
| |Relationships are enhanced by|The development of global |Through the arts people use |The design of buildings and |In a workplace people share |Over time, living things need |
| |learning about other people’s|perspectives is supported |different forms of expression|structures is dependent upon |responsibility towards a common|to adapt in order to survive. |
| |perspectives and |through understanding our |to convey their uniqueness as|the environment and available |purpose. |Key concepts: change, |
| |communicating our own. |place in the world in |human beings. |materials. |Key concepts: function, |connection |
| |Key concepts: perspective, |relation to others. |Key concepts: function, |Key concepts: connection, |causation connection |Related concepts: adaptation, |
| |reflection |Key concepts: connection, |perspective, reflection |responsibility |Related concepts: cooperation, |evolution |
| |Related concepts: |perspective |Related concepts: perception,|Related concepts: structure, |employment |Lines of inquiry |
| |communication, empathy, |Related concepts: context, |self-expression |sustainability, transformation |Lines of inquiry |Concept of adaptation |
| |open-mindedness |location, orientation |Lines of inquiry |Lines of inquiry |Purpose of a workplace |Circumstances that lead to |
| |Lines of inquiry |Lines of inquiry: |The diverse ways in which |Considerations to take into |Interconnectedness of people in|adaptation |
| |Social interactions |How we represent place |people express themselves |account when building a |a workplace |How plants and animals adapt or|
| |Acknowledging others’ |Representations of place |How everyone can express |structure |Importance of a shared vision |respond to environmental |
| |perspectives |through time |their uniqueness through the |How building impacts on the |or common purpose |conditions |
| |Managing and resolving |The relationship of our |arts |environment | | |
| |conflict |location to other parts of |The role of art in culture |Indigenous architecture | | |
| | |the world |and society | | | |
|8–9 |Central idea |Central idea |Central idea |Central idea |Central idea |Central idea |
| |Understanding different ways |Family histories provide an |A variety of signs and |Human survival is connected to |Communities provide |Water is essential to life, and|
| |of learning enables people to|insight into cultural and |symbols facilitates local and|understanding the continual |interconnected services |is a limited resource for many |
| |respond to their own learning|personal identity. |global communication. |changing nature of the Earth. |designed to meet people’s |people. |
| |needs as well as those of |Key concepts: change, |Key concepts: form, |Key concepts: causation, |needs. |Key concepts: function, |
| |others. |reflection |connection |change, connection |Key concepts: function, |responsibility |
| |Key concepts: function, |Related concepts: |Related concepts: culture, |Related concepts: erosion, |causation, connection |Related concepts: conservation,|
| |perspective, responsibility |chronology, history, |media, pattern |geology, tectonic plates, |Related concept: networks |equity, processes |
| |Related concepts: diversity, |tradition |Lines of inquiry |movement |Lines of inquiry |Lines of inquiry |
| |motivation |Lines of inquiry |Signs and symbols |Lines of inquiry |Reasons people live in the |Sources of water and how water |
| |Lines of inquiry |Family ancestry |Reasons for the development |How the different components of|local community |is used |
| |Learning communities |Artifacts, heirlooms or |of communication systems |the Earth are interrelated |Services needed to support a |What happens to water after we |
| |How people construct |rituals that have meaning in|Specialized systems of |How the Earth has changed and |community |have used it |
| |knowledge |a family |communication |is continuing to change |Planning services for a |Distribution and availability |
| |Different learning styles |Similarities and differences| |Why the Earth changes |community |of usable water |
| |How learning styles impact |between generations within a| |Human response to the Earth’s | |Responsibilities regarding |
| |the way people engage in a |family | |changes | |water |
| |learning community | | | | | |
|9–10 |Central idea |Central idea |Central idea |Central idea |Central idea |Central idea |
| |What we believe is a part of |Human migration is a |Choices of role models |Energy may be converted from |Marketplaces depend on the |Children worldwide face a |
| |who we are. |response to challenges, |reflect the characteristics |one form to another and stored |ability to produce goods and |variety of challenges and |
| |Key concepts: perspective, |risks and opportunities. |that societies and |in various ways. |supply services that can be |risks. |
| |reflection |Key concepts: causation, |individuals value. |Key concepts: form, function, |exchanged. |Key concepts: function, |
| |Related concepts: diversity, |change, perspective |Key concepts: causation, |connection |Key concepts: function, |reflection |
| |perception |Related concepts: |perspective, reflection |Related concepts: |connection |Related concepts: equality, |
| |Lines of inquiry |population, settlement |Related concepts: |conservation, transformation |Related concepts: |rights |
| |What we believe |Lines of inquiry |self-fulfillment, influence |Lines of inquiry |interdependence, supply and |Lines of inquiry |
| |How beliefs influence the way|The reasons why people |Lines of inquiry |Forms of energy |demand |Challenges and risks that |
| |we behave |migrate |Role models and why we value |The storage and transformation |Lines of inquiry |children face |
| |The impact of religion and |Migration throughout history|them |of energy |Medium of exchange in various |How children respond to |
| |spiritual traditions on |Effects of migration on |Why we should develop our own|Conservation of energy |marketplaces |challenges and risks |
| |society |communities, cultures and |gifts, talents and interests |Renewable and sustainable |Ethics of the marketplace |Ways in which individuals, |
| | |individuals |How personal strengths can be|energy |How and in what ways we depend |organizations and nations work |
| | | |applied to help others | |on people in other places |to protect children from risk |
| | | | | |How global movement and | |
| | | | | |communication affect the | |
| | | | | |availability of goods and | |
| | | | | |services | |
|10–11 |Central idea |Central idea |Central idea |Central idea |Central idea |Central idea |
| |Complex factors contribute to|Past civilizations shape |Rituals, traditions and |The fact that materials can |Governmental systems and |Biodiversity relies on |
| |the process of making |present day systems and |artifacts provide a window |undergo permanent or temporary |decisions can promote or deny |maintaining the interdependent |
| |decisions that have |technologies. |into the beliefs and values |changes poses challenges and |equal opportunities and social |balance of organisms within |
| |implications for ourselves |Key concepts: causation, |of cultures. |provides benefits for society |justice. |systems. |
| |and others. |change, perspective |Key concepts: function, |and the environment. |Key concepts: function, |Key concepts: connection, |
| |Key concepts: causation, |Related concepts: |perspective, reflection |Key concepts: form, function, |responsibility |responsibility |
| |change, connection |continuity, progress, |Related concepts: beliefs, |responsibility |Related concepts: equality, |Related concepts: balance, |
| |Related concepts: choice, |technology |diversity |Related concepts: measurement, |government or governance |biodiversity, interdependence |
| |systems |Lines of inquiry |Lines of inquiry |transformation |Lines of inquiry |Lines of inquiry |
| |Lines of inquiry |Aspects of past |What constitutes a culture |Lines of inquiry |Types of governance |Interdependence within |
| |Factors that influence our |civilizations that have |Significance of rituals and |Nature of chemical and physical|Principles of human rights and |ecosystems, biomes and |
| |decisions |survived |traditions |changes |social justice |environments |
| |Decision-making processes for|Reasons these systems and |How artifacts symbolize |Practical applications and |The effect of institutional |Ways in which organisms are |
| |groups and individuals |technologies developed |beliefs and values |implications of change in |behaviours and attitudes on |interconnected in nature |
| |Impact or consequences that |Why modern societies | |materials |social justice |How human interaction with the |
| |decisions can have |continue to use adaptations | |Ethical dilemmas associated | |environment can affect the |
| | |of these systems and | |with manufacturing processes | |balance of systems |
| | |technologies | |and by-products | | |
| | |Implications for the future | | | | |
|11–12 |Central idea |Central idea |Central idea |Central idea |Central idea |Central idea |
| |Personal well-being is |Exploration leads to |People’s outward appearance |Reproduction of living things |Technology impacts on the world|Finding peaceful solutions to |
| |dependent on a complex |discovery and develops new |can lead to perceptions and |contributes to the continuation|of work and leisure. |conflict leads to a better |
| |balance of interconnected |understandings. |misconceptions. |of the species. |Key concepts: change, |quality of human life. |
| |factors. |Key concepts: form, |Key concepts: function, |Key concepts: change, |connection, responsibility |Key concepts: causation, |
| |Key concepts: change, |perspective, reflection |perspective, reflection |connection |Related concepts: |perspective, responsibility |
| |responsibility |Related concepts: |Related concepts: creativity,|Related concepts: cycles, |communication, systems, ethics|Related concepts: conflict, |
| |Related concepts: growth, |consequences, discovery, |diversity, stereotypes |growth |Lines of inquiry |diversity, justice |
| |relationships |geography |Lines of inquiry |Lines of inquiry |Technology and inventions of |Lines of inquiry |
| |Lines of inquiry |Lines of inquiry |Personal adornments, clothing|Reproduction as part of a life |the home, workplace and leisure|Causes of conflict |
| |The concept of “well-being” |Reasons for exploration |and identity |cycle |activities |Conflict resolution and |
| |Factors that contribute to |(historical and personal) |Reasons for what people wear |Reproductive processes |Circumstances that lead to the |management |
| |well-being (physical, mental,|Feelings and attitudes |Impact of first impressions |Genetics and hereditary factors|development of important |Living and working together |
| |social and spiritual) |associated with exploration |Countering misconceptions | |inventions and their impact |peacefully |
| |Personal issues affecting our|What we learn through | | |How technology supports/impacts| |
| |well-being |exploration | | |sustainability | |
| | |Methods of navigation | | | | |
The Written Curriculum: One-way Language Immersion (Spanish and Arabic Instruction)
The second part of New Mexico International School’s curriculum framework and written curriculum is the study of languages in a one-way immersion classroom environment. NMIS will adopt and revise if necessary the Spanish language arts standards, “Estándares de Artes del Lenguaje en Español”, available on the New Mexico Public Education Department Bilingual and Multicultural Education web site. Exhibit 4.0 provides a first grade sample of this important curriculum document. The standards cover grades K-8.
Exhibit 4.0
Sample Spanish Language Arts Standards K-8
(Estándares de Artes del Lenguaje en Español)
First Grade
Primer Grado
Énfasis: La comprensión de la lectura y la comprensión auditiva
Estándar 1: Los estudiantes aplicarán las estrategias y destrezas para comprender información
leída, oída y observada.
Cota A: Escuchar, leer, reaccionar y recontar información
Actividades
1. Escuchar y recontar cuentos cortos.
2. Reconocer la repetición y predecir expresiones repetidas.
3. Responder y elaborar a las preguntas (¿quién?, ¿qué?, ¿cuándo?, ¿dónde? y
¿cómo?).
4. Discutir y explicar las respuestas a preguntas relacionadas a textos narrativos y
expositivos.
5. Hacerse preguntas, recontar y resumir para evaluar su propia comprensión.
6. Seguir instrucciones sencillas tanto escritas como orales.
7. Aumentar el vocabulario al leer y escuchar, y por medio de la interacción personal.
Cota B: Localizar y usar una variedad de recursos para adquirir información.
Actividades
1. Demostrar familiaridad con una variedad de recursos (p. ej., cuentos, poemas,
periódicos, discos compactos, “software”, guías telefónicas, piezas teatrales
cortas).
Cota C: Demostrar destrezas analíticas para comprender la información oral, observada y escrita.
Actividades
1. Asociar palabras claves con conocimiento anterior y explorar el uso de vocabulario del
autor.
2. Predecir y explicar lo que pasará próximamente en un cuento.
3. Demostrar familiaridad con una variedad de textos (p. ej., cuentos, poemas, periódicos,
etc.).
4. Describir las diferencias y semejanzas entre cuentos distintos (p. ej., personajes,
argumento, lugar).
Cota D: Adquirir destrezas de lectura y demostrar competencias en las destrezas y estrategias del
proceso de la lectura.
Actividades
1. Desarrollar el conocimiento fonético.
2. Demostrar estrategias y destrezas para reconocer palabras.
3. Leer a voz alta con fluidez y comprensión textos del primer grado.
9
4. Utilizar el significado de las oraciones, el cuento mismo y la sintaxis para asegurar la
comprensión.
5. Aumentar el vocabulario al leer y escuchar, y por medio de la interacción personal.
Énfasis: La expresión oral y escrita.
Estándar 2: Los estudiantes comunicarán efectivamente por medio del habla y la escritura.
Cota A: Demostrar competencia oral para comunicar información.
Actividades
1. Leer a voz alta con fluidez y comprensión textos del primer grado.
2. Participar en discusiones que resultan en algo escrito.
3. Escoger y usar vocabulario y estructuras lingüísticas nuevas (p. ej., recontar, usar
exclamaciones para responder emotivamente a acontecimientos o ideas).
Cota B: Implementar convenciones gramaticales y lingüísticas para comunicar.
Actividades
1. Confirmar predicciones sobre lo que pasará en el texto al identificar vocabulario clave.
2. Usar el contexto para resolver dilemas.
3. Relacionar el conocimiento anterior a la información en el texto.
4. Practicar las letras mayúsculas y minúsculas para asegurar su formación
5. Usar oraciones completas para escribir un texto sencillo.
6. Usar las mayúsculas y la puntuación para
· la primera palabra de una oración;
· los nombres propios;
· el uso del punto al final de oraciones declarativas;
· el uso apropiado de los puntos de interrogación,
7. Evaluar su propia composición al leerla otra vez y/o consultar con los
compañeros.
Cota C: Demostrar competencia en las destrezas y estrategias del proceso de la escritura.
Actividades
1. Escribir siguiendo el estilo de algún autor.
2. Crear una variedad de textos (p. ej., cuentitos, cartas, poemas sencillos, diarios, etc.).
3. Escribir descripciones de personas, lugares u objetos conocidos.
4. Escribir usando borradores para realizar un texto legible y lógico.
5. Empezar a usar ortografía precisa.
Énfasis: La literatura y los medios de comunicación
Estándar 3: Los estudiantes usarán la literatura y los medios de comunicación para desarrollar
una mayor comprensión de la sociedad en general, de la comunidad y de sí mismos.
Cota A: Utilizar el idioma, la literatura y los medios de comunicación para llegar a un mayor
aprecio de las diferentes culturas que le rodean.
Actividades
1. Aumentar el vocabulario y comprender las expresiones que se encuentran en obras
literarias apropiadas.
2. Identificar las personas y los argumentos sencillos de mitos y cuentos de otras partes del
mundo.
3. Describir acontecimientos relacionados a otras naciones y/o culturas (p. ej., drama,
dibujos, construcciones, etc.).
Cota B: Identificar y utilizar los géneros literarios según su propósito.
Actividades
1. Identificar los elementos de argumento y lugar en un cuento.
2. Demostrar la comprensión de la secuencia y la caracterización en el cuento por medio de
la actuación, el dibujo, la declamación y/o la redacción.
In addition to the Spanish language arts standards recommended by the Bilingual and Multicultural Education Division, NMIS will review the Las Vegas City School’s Spanish language arts curriculum document. This document is also available on the New Mexico Public Education Department web site.
Arabic Language Curriculum
The written curriculum for classical Arabic instruction will originate from a variety of sources. The International Baccalaureate Organization’s Online Curriculum Center provides a variety of reference material for the study of the Arabic language.
Another important resource is the Center for Applied Linguistics. Their resource database produced hundreds of materials in Arabic. The site listed dictionary, texts, literature books, readers or anthologies, references materials as well as general guidance on how to teach the language. The University of New Mexico’s foreign languages division will also be source of information and possibly teachers to assist NMIS in implementing an Arabic language program for fourth and fifth grade students.
Textbooks and Other Instructional Materials
New Mexico International School will adopt the following state approved textbooks/resources to assist teachers in implementing the written curriculum in the four core content areas in either English and/or Spanish:
|Content |K |1st |2nd |
| | | | |
|K |90% |10% |NA |
|1st |80% |20% |NA |
|2nd |70% |30% |NA |
|3rd |60% |40% |NA |
|4th |40% |50-55% |5-10% |
|5th |40% |50-55% |5-10% |
According to second language research, the most effective approach to learning a language is through complete immersion. (Lambert and Tucker 1972; Swain 1982) Therefore, students beginning in Kindergarten at NMIS will engage in classroom instruction that is delivered 90 percent of the time in Spanish. Since Spanish is the target language for native English speakers, the instructional day must maximize time in target language. As students acquire Spanish language skills more time will be allocated to English. By the end of 5th grade, 50-55 percent of instruction will be in English.
The formal study of the third language, Arabic, will not begin until 4th grade. By this time, students will have reached sufficient command of English and Spanish skills to allow for the introduction of Arabic. It is anticipated that no more than 5-10 percent of the regular school day will be allocated to the acquisition of Arabic language skills. Student outcomes for Arabic will be at the beginning to intermediate level. The goal is for conversational skills that emphasize pronunciation and vocabulary.
Professional Development
The New Mexico International School Governing Council recognizes that staff members should continue to improve their competencies during their service. It expects the Head Administrator to promote opportunities for staff development and for staff members to take advantage of them. To the extent feasible, the Head Administrator and School Director will establish procedures by which staff members can receive proper recognition for professional development.
All professional development will reflect the mission, goals and objectives of New Mexico International School which include International Baccalaureate requirements, one-way language immersion education, and core content standards training. The school will actively seek resources for improvement of professional development opportunities for all staff members through all means available. The school will actively seek funds for improvement of teaching and learning through high quality professional development activities in core academic subjects through all means available, including but not limited to grants, operational funds, and professional development provided free of charge.
All full-time teachers will have a professional development plan created in collaboration with the School Director. The Head Administrator will have a professional development plan created in collaboration with the Governing Council and from feedback from the school community.
At New Mexico International School, weekly group planning time will give teachers formal and informal opportunities to review, revise, propose curriculum activities, and to develop the teamwork critical to the success of the educational program at New Mexico International School.
Wednesdays Early Release
Students will be dismissed at 2:30PM on Wednesdays. From 2:30-4:30 PM staff will
hold general meetings and/or grade level meetings for the purpose of:
• examining student work and select student exemplars
• reviewing International Baccalaureate Organization authorization requirements
• conducting lesson study and other methods to improve instructional strategies and curriculum
• conducting grade level meetings to address issues related to instruction and vertical articulation of curriculum
• planning lessons and unit planners (as required by IB)
• discussing articles and other professional readings
• improving on one-way immersion instructional strategies
B. Educational Program
1. Length of School Day and School Year:
New Mexico International School will develop a school calendar that reflects 180 student instructional days. The school year will begin after Labor Day and end 180 days later.
The school day will begin at 8:30 AM and end at 3:30 PM with a 30 minute lunch period. An optional, but highly encouraged After School/Extended Day Program will begin immediately at 3:30 PM and end at approximately 4:45 PM everyday except Wednesdays. Students will be released at 2:30 PM on Wednesdays.
2. Grade Levels, Class Size, and Projected Enrollment:
|School Year |Grade Levels (two groups of |Class Size (maximum)|Total Projected Student |
| |20 students per grade level) | |Enrollment |
|First Year 2011-12 |K-2 |20 |6 X 20 = 120 |
|Second Year 2012-13 |K-3 |20 |8 X 20 = 160 |
|Third Year 2013-14 |K-4 |20 |10 X 20 =200 |
|Fourth Year 2014-15 |K-5 |20 |12 X 20= 240 (cap) |
|Fifth Year 2015-16 |K-5 |20 |240 (cap) |
3. Graduation Requirements (if applicable): NA
4. Homework Policy: NMIS will institute a no homework policy. Additional practice may be assigned by classroom teachers if necessary. However, completion of practice is completely voluntary. Students may also need to complete major projects such as Science Fair projects away from school.
5. School Colors, Logo, and Mascot:
Official School Colors: Gold, Red, and Navy Blue
Official School Mascot: Roadrunners
Official School Logo: Circular with Zia symbol in center and world map
C. Student Performance Expectations
NMIS has identified three student performances Specific, Measurable, Ambitious and Attainable, Reflective of the School’s Mission, and Time-specific with Target Dates (SMART) goals. They are as follows:
Student Performance SMART Summative Goals
1. By the end of the 2015-2016, students at New Mexico International School who have been in attendance at the school for 5 consecutive years, will score proficient or above on the English Standards Based Assessment and on the Spanish Logramos, 2nd Edition assessment.
2. By the end of the 2015-16 school year, students at New Mexico International School who have been in attendance at the school for fourth and fifth grade will score a Level 2, Early Intermediate in Arabic as measured by the Minnesota Modified Student Language Observation Matrix (MN-SOLOM).
3. By the end of the 2014-15 school year and thereafter, students at New Mexico International School who have been in attendance at the school for 4 or more consecutive years, will score proficient or above in all assessed content areas on the New Mexico Standards Based Assessment.
Student-centered Goals Included in Following Section
D. Plan for Evaluating Student Performance (Assessed Curriculum)
The success of NM International School will be measured on the basis of student achievement and by levels of student, parent and staff satisfaction. The evaluation of student performance will include the collection of quantitative (outcome data and demographic data) and qualitative data (process data and survey data) for the purpose of:
• Monitoring student progress;
• Measuring program effectiveness;
• Assessing instructional effectiveness;
• Guiding curriculum alignment and development;
• Allocating limited resources;
• Promoting accountability;
• Reporting progress to all stakeholders;
• Maintaining education rigor and focus;
• Assessing trends; and
• Determining degree of SMART goal accomplishments.
Types of Assessment
NM International School will be accountable first and foremost for the progress of students in meeting challenging standards of learning and performance SMART goals. Student achievement levels will be measured by two types of assessments: formative and summative assessments. Formative or short cycle assessments will be given regularly during the year to monitor student progress towards meeting state standards and other school goals. Summative assessments will be administered annually.
Exhibit 6.0
New Mexico International School Assessment List
|Assessment |Type |Grades |Performance Standard |Frequency |
|New Mexico Standards-Based |State Criterion Referenced:|3-5 |Proficient |Annually |
|Assessment (NMSBA) |English Reading, Math, and| | | |
| |Science | | | |
|Logramos, 2nd Edition |Norm Referenced: Spanish |K-5 |50th Percentile and |Annually |
| |reading, math | |above | |
|Writing |Local Formative Assessment |K-5 |7 or higher |Annually |
|Measures of Academic |Local Criterion Referenced |K-5 |Grade Level |Quarterly |
|Progress (MAP) |(English reading, math, and| | | |
| |science short-cycle | | | |
| |assessment) | | | |
|Minnesota Modified Student |Local Criterion Referenced:|4-5 |End of 4th grade (one |Annually |
|Language Observation Matrix|Assessment of Arabic | |year of instruction): | |
|(MN-SOLOM). |Language Skills | |Beginning | |
| | | |End of 5th grade (two | |
| | | |years of instruction):| |
| | | |Early Intermediate | |
Students in grades 3-5 at NMIS will take the New Mexico Standards Based Assessment (NMSBA). Results from this assessment will assist in determining the degree to which students are mastering state standards and meeting SMART goals.
Student performance on standardized exams will be evaluated by measuring student progress against applicable baseline data (data generated after the first year of operation). The preferred—and most reliable—method for analyzing achievement data will be to compare the progress of individual students over time. If this method of evaluation is not possible, achievement data will be analyzed by comparing the performance of cohorts of students over time. In the event that data cannot be analyzed through either of these means, the performance of different groups of students at the same grade level will be analyzed over time. Regardless of which form of data is generated, the standard of evaluation will be whether students are making reasonable annual progress toward high standards; or, once high standards are reached, maintaining achievement at those levels. Where data is available, NMIS student progress may also be evaluated against the progress of similarly situated schools and students.
In addition to the above mentioned formative and summative assessments, NMIS will collect and analyze the following outcome, demographic and process data to make adjustments to its overall educational program. The data will guide the school in annually completing its Educational Plan for Student Success and reviewing it on a quarterly basis.
|Outcome |Demographic |Process |
|Teacher-made tests |Attendance rate |Instructional time |
|End-of-unit tests |Mobility rate |Instructional strategies |
|Report cards |Discipline referrals |Materials/equipment/supplies |
|Portfolios | |Assessment practices |
|Exhibitions | |Classroom management |
|Performance tasks | |Professional development |
|Grade level tests | | |
|Surveys | | |
|Observations | | |
Timelines for Achievement
|Student Objectives: |Below are specific learning objectives to increase student achievement so that all students school-wide and |
|Grade Level |in each subgroup meet SMART goals and Adequate Yearly Progress targets. Growth targets are established to |
| |be achieved within four years. By the end of 2013-2014, 80%, by the end of 2014-15, 100% of students will |
| |achieve grade level proficiency in reading (Spanish and English), math, and science, and writing. |
|Kindergarten: |By the end of 2014-2015, 100% of students will: |
| |Score 7 or higher on writing test in Spanish and English. |
| |Score at grade level on Measures of Academic Progress short-cycle assessment in English reading, math, and |
| |science. |
| |Score at the 50th percentile in the Spanish test Logramos, 2nd Edition. |
|First Grade: |By the end of 2014-2015, 100 % of students will: |
| |Score 7 or higher on writing test in Spanish and English. |
| |Score at grade level on Measures of Academic Progress short-cycle assessment in English reading, math, and |
| |science. |
| |Score at the 50th percentile in the Spanish test Logramos, 2nd Edition. |
|Second Grade: |By the end of 2014-2015, 100 % of students will: |
| |Score at grade level on Measures of Academic Progress short-cycle assessment in English reading, math, and |
| |science. |
| |Score 7 or higher on writing test in Spanish and English. |
| |Score at the 50th percentile in the Spanish test Logramos, 2nd Edition. |
|Third Grade: |By the end of 2014-2015, 100 % of students will: |
| |Score proficiency or higher on NMSBA in reading/language, math, and science. |
| |Score 7 or higher on writing test in Spanish and English. |
| |Score at grade level on Measures of Academic Progress short-cycle assessment in English reading, math, and |
| |science. |
| |Score at the 50th percentile in the Spanish test Logramos, 2nd Edition. |
|Fourth Grade: |By the end of 2014-2015, 100 % of students will: |
| |Score proficient or higher on NMSBA in reading/language, math, and science. |
| |Score 7 or higher on writing assessment in Spanish and English. |
| |Score at grade level on Measures of Academic Progress short-cycle assessment in English reading, math, and |
| |science. |
| |Score at the 50th percentile in the Spanish test Logramos, 2nd Edition. |
| |Score beginning level (in Arabic) on the Minnesota Modified Student Language Observation Matrix. |
|Fifth Grade: |By the end of 2014-2015, 100% of students will: |
| |Score proficient or higher on NMSBA in reading/language arts, science, and math. |
| |Score 7 or higher on writing assessment in English and Spanish |
| |Score at grade level on Measures of Academic Progress short-cycle assessment in English reading, math, and |
| |science. |
| |Score at the 50th percentile in the Spanish test Logramos, 2nd Edition. |
| |Score early intermediate level (in Arabic) on the Minnesota Modified Student Language Observation Matrix. |
Procedures for Taking Corrective Action and Remediation
The procedures for corrective action and remediation will be implemented for students who are exhibiting poor performance in any curriculum area. The NMIS Remediation Plan is based upon the 3-Tier Student Assistance Team (SAT) model for intervention developed by the New Mexico Public Education Department.
1. Identification/Corrective Action
The classroom teacher in collaboration with other teachers and parents will identify when a student is performing poorly, despite adequate instruction, based on one or more of the following criteria:
• Failure to meet teacher expectation for student mastery of specific skills
• Low test scores: including classroom assessments, annual pre and post tests,
• Statewide-standardized tests
• Inaccurate homework
• Inaccurate classroom assignments
• Parent concern
• Other students at the same grade level are performing well with the same work
• Newly enrolled students who have not received instruction to the same level as
• the existing grade-level students.
2. Remediation
The teacher will determine instructional procedures that will support the student’s growth with the identified skills.
A. Teacher provides the opportunity for individualized instruction by the teacher or educational assistant during school, or prior to/after school.
B. Additional skill practice may be assigned, where appropriate, during class or during extended learning opportunities.
C. Alternative instructional strategies and tools will be implemented if needed.
D. Parents will be asked to assist with the additional practice and instruction.
3. Communication
The above procedures will be accompanied by communication with the student, parent, and School Director through the following methods.
A. The first discovery of poor performance will be followed by verbal or written communication to the above parties.
B. Mid-quarter Progress Reports, as well as Report Cards and Parent Conferences will reflect the concern.
C. Based upon the teacher’s professional judgment or in the case where remediation is unsuccessful, a SAT meeting will be requested.
D. During the SAT meeting, interventions and/modifications will be evaluated for possible impact on the student’s learning and performance.
E. Two more SAT meetings will be scheduled if performance does not improve significantly. Modifications and interventions previously established will be evaluated for their success. Additional modifications and interventions will be implemented, as necessary.
F. During the third SAT meeting, it may be decided that the student will need to be referred for additional interventions.
Additional Assessments (Short Cycle)
New Mexico International School will not administer additional assessments. Assessments to be used are listed in Exhibit 6.0 above.
Documentation and Reporting of Student Data
The educational program of the school functions most effectively when parents and teachers work together to promote student learning. The purpose of the Progress Report and standards-based Report Cards is to communicate with the parents and keep them informed. Progress reports will be sent to the parents of each student at least six times per year (at the end of each IB unit). The reports will be taken home by the student, signed by the parent, and returned to the teacher. Report Cards will be sent home three times per year. Parents will be informed through the media and school announcements about the progress reports and report cards and the date they will be sent home.
The progress report will include:
1. Skills checklist and/or percentage grade
2. Class behavior
3. Use of class time
4. Completion of assignments
Recommendations will be made as needed regarding:
1. More effort at home
2. After-school help
3. Tutoring
4. Conference with the teacher
5. Other suggestions
In addition to these mid quarter progress reports, teachers will inform parents, at any time, if a student is failing, or if a significant decline in the student’s grade(s) occurs.
NMIS will document all student data in electronic files. These data files will be kept at the school. Hard copy of individual student performance results will be filed in the student’s cumulative file and/or special education files.
To document progress in each of these areas, NMIS will annually write a progress report card and distribute to all stakeholders. Data will also be used to complete the school’s annual Educational Plan for Student Success and to update the plan as required.
Parent and Student Satisfaction
In addition to the NM Quality of Education Survey, NMIS will annually administer a survey conducted by a nationally recognized research firm and/or through web-based surveys such as Survey Monkey to measure the satisfaction parents, students, and staff. NMIS is accountable for either demonstrating steadily improving levels of satisfaction or maintaining high levels of satisfaction, as measured by the average satisfaction levels of comparable schools participating in the same survey program. The NMIS is also accountable for student attendance, parent attendance at Town Hall Meetings, and teacher turnover, all of which should evidence the support and continuity necessary to sustain a high level of performance at the school.
E. Special Populations
NM International School is prepared to meet the needs of a diverse group of students including bilingual, English language learners, and special education students by implementing the reform framework known as Universal Design for Learning (UDL).
UDL provides a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences. The objective of the UDL framework is to teach every student in an inclusive setting. The general education curriculum will be accessible, interactive, and enable progress of every student. The teacher(s) design the planning curricular units of study with all the classroom students in mind. The instructional materials, activities, formative and summative assessments allow individuals with wide differences in their abilities to see, hear, speak, move, read, write, attend, organize, engage, and remember to achieve in the classroom. Regardless of special education eligibility, level of English proficiency, behavior, or other impacting factor, the NM International School is committed to inclusion, where students:
(a) attend the same schools as siblings and neighbors (such as a public charter school);
(b) have membership in general education classrooms with age-appropriate peers;
(c) have individualized, relevant learning objectives, and
(d) are provided with the means to access classroom curriculum materials.
The UDL framework is predicated on recent research in neuroscience, which shows that each brain processes information differently. The way we learn is as individual as fingerprints. However, despite our individual differences, this research reveals three primary brain networks and the roles each network plays in learning.
Recognition Networks (Gathering Facts)
This network relates to how we identify and categorize what we see, hear, and read. In school it allows us to identify letters, words, or an author's style. It is the "what" of learning.
Strategic Networks (Planning and Performing Tasks)
This network relates to how we organize and express our ideas such as writing an essay or solving a math problem. It is the "how" of learning.
Affective Networks (Engagement and Motivation)
This network relates to how we respond, how we are challenged, excited, or interested. It is the "why" of learning.
To accommodate these many ways of learning, we can use what we know about how each brain network operates to make our teaching methods and curriculum materials flexible in specific ways.
The UDL framework includes creating student and classroom profiles, so information regarding students’ strengths and weaknesses are considered when planning units of study.
|Curriculum (Goal or Unit): |
|Student name: |
|Recognition Strengths |Recognition Needs |Recognition Preferences / Interests (List |
|(List here) |(List here) |here) |
|Strategic Strengths |Strategic Needs |Strategic Preferences / Interests (List |
|(List here) |(List here) |here) |
|Affective Strengths |Affective Needs |Affective Preferences / Interests (List |
|(List here) |(List here) |here) |
Below is a sample list of common students’ strengths and weaknesses in each network.
|Recognition Strengths |Recognition Weaknesses |
|○ Excellent observer |○ Low vision |
|○ Extraordinary spatial ability |○ Blindness |
|○ Excellent interpretation graphs/charts |○ Poor visual / spatial understanding |
|○ Acute sensitivity to nuance / tone |○ Color blindness |
|○ Perfect pitch |○ Hearing impairment |
|○ Extensive musical background |○ Deafness |
|○ Excellent at deriving key points from |○ Difficulty processing and deriving meaning |
|spoken/written language |from spoken language |
|○ Extensive vocabulary |○ Limited vocabulary |
|○ Extensive knowledge |○ Limited content knowledge |
|○ Knowledge of multiple languages |○ Limited English proficiency |
|○ Advanced reading abilities |○ Difficulty with reading |
|▪ word recognition |▪ word recognition |
|▪ word decoding |▪ word decoding |
|▪ text structures/story |▪ text structures/story |
|▪ grammar |▪ grammar |
|▪ author style |▪ author style |
|▪ skimming |▪ skimming |
|○ Facility with hypertext (e.g., Web links, |○ Difficulty/confusion with hypertext |
|navigation through electronic documents) |○ Tendency to literal interpretation |
|○ Skill with rhymes, phonemic awareness, |○ Difficulty finding important information |
|language play | |
|Strategic Strengths |Strategic Weaknesses |
|○ Drawing/artistic talent |○ Fine motor difficulties |
|○ Talented athlete |○ Gross motor coordination problems |
|○ Skilled with 3-dimensional design |○ Hand-eye coordination problems |
|○ Talented singer/musician |○ Poor handwriting |
|○ Excellent at computer graphics |○ Poor spelling |
|○ Excellent dancer |○ Speech impairment |
|○ Outstanding speaker/presenter |○ Difficulty with oral presentations |
|○ Outstanding written expression skills: |○ Written expression problems: |
|▪ poetry |selecting/narrowing topic |
|▪ narrative |planning |
|▪ expository writing |organization |
|▪ journal |proofreading |
|▪ dialogue/drama |addressing audience |
|▪ songs |○ Restless/fidgety |
|○ Outstanding concentration/attention |○ Poor self-monitoring |
|○ Highly organized |○ Trouble completing work |
|○ Highly flexible, adaptable |○ Trouble completing work |
|○ Facility with constructing (building, |○ Poor organization |
|assembling, fixing, designing) |○ Difficulty seeking relevant info |
|○ Strong problem analysis/solving skills |○ Poor memory for spoken information |
|○ Strong at summarizing, paraphrasing |○ Poor memory for written info |
|○ Strong at composing (art, dance, |○ Difficulty taking good notes |
|multimedia, visual) |○ Trouble finding key concepts |
| |○ Trouble prioritizing |
|Affective Strengths |Affective Weaknesses |
|○ Persistent |○ Discouraged |
|○ Optimistic |○ Overconfident |
|○ Highly confident |○ Low expectation of success |
|○ Outstanding leadership skills |○ Difficulty working in groups |
|○ High energy |○ Difficulty working in pairs |
|○ Deep subject interests |○ Fearful |
|○ Very independent worker |○ Withdrawn |
|○ Deeply caring and considerate |○ Domineering |
|○ Excellent collaborator |○ Problems outside of school |
|○ Seeker of challenge |○ Gives up easily |
|○ Focused |○ Difficulty with independent work |
Certain instructional techniques are very effective in supporting students as they learn to recognize patterns; other techniques are better suited to supporting students as they learn strategic skills or as they build engagement with learning. To accommodate diverse learners we will use a repertoire of teaching strategies suited to each of the brain networks.
Designing Instruction to support Recognition learning
1. Provide multiple examples
2. Highlight critical features
3. Provide multiple media and formats
4. Support background knowledge
Designing Instruction to Support Strategic Learning
1. Provide flexible models of skilled performance
2. Provide ongoing opportunities to practice with support
3. Provide ongoing relevant feedback
4. Provide flexible opportunities for demonstrating skill
Designing Instruction to Support Affective Learning
1. Offer choices of content and tools
2. Provide adjustable levels of challenge
3. Offer choices of rewards
4. Offer choices of learning context
The UDL framework includes a four step process called, “Planning for all Learners” or PAL to facilitate making the curriculum and learning accessible for all students.
1. SET GOALS
a. Establish context and align standards
2. ANALYZE STATUS
a. Identify methods, materials, and assessments
b. Identify barriers
3. APPLY UDL
a. Identify UDL materials and methods
b. Write UDL plan
c. Collect and organize materials
4. TEACH UDL LESSON
a. Teach lesson
b. Evaluate success
c. Revise lesson/unit and or utilize teacher’s lessons in future planning
The model below shows how one teacher might select some solutions to reduce the particular barriers in his or her classroom, based on the learning network involved.
|Materials and Methods |Potential Barriers / Missed |Network(s) |UDL Solutions |
| |Opportunities | | |
|Printed Materials |Difficulty seeing small text |Recognition |Electronic version of the text (varying |
| | | |text sizes, read aloud with |
| | | |text-to-speech) |
|Lecture & Chalkboard |Difficulty with extracting key points |Recognition |e-text outline of lecture content with |
| |and notetaking | |main ideas highlighted |
|Lecture & Chalkboard |Difficulty with extracting key points |Strategic |Printed and electronic concept map to |
| |and notetaking | |structure notetaking |
|Internet research |Difficulty finding relevant information|Recognition |Teacher made e-templates for focusing |
| | | |search |
|Internet research |Difficulty finding relevant information|Strategic |Printed and electronic concept map to |
| | | |structure notetaking |
|Internet research |Trouble keeping track of information |Strategic |Teacher made e-templates for organizing |
| |gathered | |information |
|Internet research |Not engaged with material, distracted |Affective |Option to access content through |
| |from listening | |multimedia resources |
|Chapter test |Some students can't effectively show |Strategic |Option to demonstrate knowledge with |
| |knowledge on tests | |electronic portfolio |
|Chapter test |Text anxiety |Affective |Option to demonstrate knowledge in format|
| | | |of choice |
|Written report |Difficulty with writing mechanics |Recognition |Talking word processor with spell check |
|Written report |Students with strengths in other |Strategic |Option to create multimedia report rather|
| |modalities - skills not tapped | |than written |
|Oral report |Some students intimidated |Strategic |Collaborative learning groups with |
| | | |different roles |
|Oral report |Does not tap into other expressive |Strategic |Option to use computer slide show for |
| |modalities | |presentation |
|Fixed project requirements &|Disengages students who have alternate |Affective |Option to set own learning goals and |
|due date |strategies for completing work | |milestones |
|Fixed project requirements &|Does not allow students to work at own |Affective |Flexible project requirements & due date |
|due date |level or pace |Strategic | |
Another model might look like the following:
|Standard/Benchmark |English Language Arts, Late Elementary |
| |Standard: All students will read and analyze a wide variety of classic and contemporary literature and other |
| |texts to seek information, ideas, enjoyment, and understanding of their individuality, our common heritage and |
| |common humanity, and the rich diversity of our society. |
| |Benchmark: Students will be able to describe and discuss the shared human experiences depicted in literature |
| |and other texts from around the world. Examples include birth, death, heroism, and love. |
|Main focus |Information/content |
|Core Components |· Content or subject matter |
| |· Skills/strategies |
| |· Steps in a particular process |
| | |
|Variable Components |· Presentation media |
| |· Learning Context/format |
| |· Instructional format |
| |· Tools for student response/expression |
| |· Media for student response/expression |
| |· Information sources |
| |· Tools relating to content area |
| | |
|Scaffolds |digital text with text to speech |
| |templates with headings relating to themes of benchmark |
| |models of themes pulled from specific works of literature |
| |image banks |
| |think alouds and prompts embedded in literature tying to students' personal experience |
In conclusion, by considering the nature of the three brain networks critical to learning and by selecting media and tools wisely, we can extend learners' abilities and open pathways to success for every one. The UDL framework guides teachers through the process of injecting flexibility into three core elements of teaching: setting goals, selecting materials and methods to support students in reaching those goals, and designing accurate ongoing assessment.
Special Education Plan
NM International School (NMIS) will identify, locate and screen students in need of special education services pursuant to Section 504 of the Rehabilitation Act of 1973, Title II of the American With Disabilities Act of 1990 (ADA), and the Individuals with Disabilities Education Act 2004 (IDEA). Individualized Education Plans (IEP) will be developed for those students who are identified as eligible for special education services. NMIS will comply with the IEP process established by state and federal law to ensure that all students are properly identified, assessed and services delivered. Students previously identified as qualifying for special education services will receive the special education services outlined in their current IEP, which will be reviewed annually, or the student will be reevaluated as determined by the student’s current IEP. This process will assure:
• Equal access to all students
• Individualized Education Plans
• Free Appropriate Public Education (FAPE)
• Least Restricted Environment (LRE)
• Due process and parental involvement
• Nondiscriminatory evaluation
Student Assistance Team and Student Eligibility for Special Education
NM International School will use the NM PED “Student Assistance Team Manual” as guidance for providing student support. As recommended in the manual, a three-tiered approach will be implemented.
TIER I
If a teacher recognizes that a student is either struggling to learn the standard curriculum, working beyond the standard curriculum, or having difficulty maintaining appropriate behavior in the general education classroom, then the teacher conduct general screening and will implement classroom based interventions. If the student does not respond to the interventions, then the student is referred to the Student Assistance Team (SAT).
TIER II
The Student Assistance Team (SAT), a school-based group of people whose purpose is to provide student support, will recommend targeted individual interventions. It may be a specialized school program that includes small group instruction. Tier II interventions are implemented in addition to the Tier I interventions. Should the student not demonstrate a positive response to intervention, then the student moves to Tier III.
TIER III – Special education referral process
Students referred to this tier have begun the special education referral process. NMIS will follow the rule that informed parental consent must precede initial evaluation, and the parent’s consent to initial evaluation will not be construed as consent for special education services. The initial evaluation will be completed within 60 days from the date of parental consent, as per IDEA 2004.
Determination of Eligibility and Educational Need
Upon completion of the initial evaluation, a Multidisciplinary Team Meeting (MDT) will be scheduled. A written notice to parents will be sent to inform them of, and inviting them to the meeting. Parents will be afforded sufficient time for response and opportunity to request another time in order to accommodate their schedules.
The MDT team is composed of parents and educational professionals such as general and special education teachers, a diagnostician, related service providers if they conducted an evaluation, and a school administrator. The purpose of the meeting is to determine that the child is a “child with and disability and to determine the educational needs of the child.” An Individualized Education Plan (IEP) is developed at that point by the team. The IEP team will meet annually to update and develop the IEP for the succeeding year.
Individualized Educational Plan
NM International School will be responsible for developing, implementing, reviewing, and revising an IEP program in compliance with all applicable regulations and standards for each child with exceptionalities served by the school. At an IEP meeting, the individualized education plan for a student is developed by a team who, together, make informed decisions designed to provide the student with his or her best opportunity for success both in the present and future. NMIS recognizes that the IEP is the written statement documenting a unique educational plan to assist a student with exceptionalities to receive a free appropriate public education, and is required for any student eligible for services.
The IEP team is composed of parents, regular education teachers, special education teachers, administrators, and other professionals with relevant knowledge or expertise, and individuals invited by the school or parents (such as an interpreter or an advocate).
The following actions will have already occurred prior to the IEP meeting:
• Evaluate the child through a variety of assessments, observations, and information gathering, targeting all areas related to the student’s eligibility.
• If this is an initial IEP, have the MDT team examine the data and determine if the child meets the criteria to be considered eligible for special education and, if appropriate, related services. Record determination results.
• If a student is found eligible for special education because of a specific learning disability, the MDT must also complete the form “Determining the Existence of a Specific Learning Disability.” This two-page form includes objective results (such as test data) and subjective assessments (such observation and professional opinion) to make the determination. This form also requires each team member to agree or disagree with the findings. A team member who disagrees must submit a separate statement presenting his or her conclusions.
• A written notice of the meeting has been sent to the parents.
IEP Content
IDEA 2004 requires that when developing a student’s Individualized Education Plan, that the following information be considered:
A. the strengths of the child;
B. the concerns of the parents for enhancing the education of their child;
C. the results of the initial evaluation or most recent evaluation of the child, and
D. the academic, developmental, and functional needs of the child
To that end, NM International School will use the New Mexico Special Education Bureau’s IEP form, which includes the following:
1. Consideration of special factors (i.e. second language learner?)
2. Student profile and student/family vision
3. Transition services (Required at age 14, or sooner, if appropriate)
4. Present levels of educational performance
a. How the child’s disability affects the child’s involvement and progress in the general education curriculum;
b. For children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives
5. Annual goals (objectives/benchmarks)
a. The statement of measurable annual academic and functional goals must be designed to meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum, and
6. Least restrictive environment
7. Summary of services
8. Modifications
9. Supplementary aids and services
10. Participation in mandated testing
11. Schedules of Services
a. The projected date for the beginning of the services and modifications.
12. Level of Service / Setting
a. The anticipated frequency, location, and duration of those services and modifications.
13. Accommodations & Modifications
a. A statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child, and a statement of the program modifications of supports for school personnel that will be provided for the child.
14. IEP Progress Documentation
15. Prior written notice of proposed/rejected action(s)
Student Discipline
IDEA 2004 states that “school personnel may consider any unique circumstances on a case-by-case basis when determining whether to order a change in placement for a student with a disability who violated a code of student conduct,” Section 615(k)(1)(A). Therefore, the School Director of NMIS will consider each set of unique circumstances in deciding whether to seek a long-term disciplinary removal of a student with a disability. A long-term disciplinary removal is 10 or more school days.
Manifestation Determination
Should the school recommend a change in the student’s placement due to a disciplinary offense, the school, parents, and relevant members of the IEP will review all information in the student’s file, including the child’s IEP, any teacher observation and any relevant information provided by the parents to determine:
• If the conduct in question was caused by, or had a direct and substantial relationship to the child’s disability; or
• If the conduct in question was the direct result of the school’s failure to implement the IEP.
Should the manifestation determination determine that the conduction in question was not cause by the child’s disability, and IEP team is charged with determining an interim alternative education setting if the student. Section 615 (k)(2).
If it was determined that the child’s behavior was related to the disability, the IEP team is to “return the child to the placement from which the child was removed, unless the parent and the school agree to a change of placement as part of the modification of the behavioral intervention plan.” Section 615(k)(l)(F)(iii).
Functional Behavioral Assessment (FBA) & Behavioral Intervention Plan (BIP)
A functional behavioral assessment is done when a student’s behavior interferes with his or her learning or the learning of others. Its purpose is to identify why a behavior is happening so that the IEP team can develop appropriate interventions. NMIS will use the FBA and BIP forms provided by the NM PED Special Education Bureau.
Regarding a manifestation determination finding that a student’s behavior was related to his/her disability, then the IEP team must conduct a functional behavioral assessment and implement a behavioral intervention plan for the child, unless a FBA was already conducted prior to the behavior in question. Section 615(k)(l)(iii). If the school already had developed an implemented a BIP for the student, the IEP must review the plan and modify it, as needed to address the behavior in question.
Treatment of Student Records
Assessments of IEPs and all other student records will be maintained confidentially consistent with state and federal law. NMIS assures that all records and procedures pertaining to them will comply with the New Mexico Inspection of Public Records Act.
Least Restrictive Environment
Students who qualify for special education services will be placed in the least restrictive environment (LRE). Depending upon the student’s needs this could be inclusion in regular programs, special speech and language services, and partial day special education classes specific to the student’s needs. It can also extend to local district, regional services or school contracted private providers. Instructional support materials, computer programs, digitized media and other materials will be available to enhance and increase academic learning.
Alternate Assessment
NM International School understands that Alternate Assessment was developed for students with severe cognitive disabilities. It measures the performance of this relatively small population of students who are unable to participate in the general assessment system, with or without accommodations as determined by an IEP team.
In the event that a student is enrolled at NMIS whose disabilities preclude him/her from valid and reliable participation in general assessments, an alternate assessment will be used to gather information on the standards based performance and progress of the student.
Eligible students will take the New Mexico Alternate Assessment in grades 3-5 as an alternate to state mandated testing in those grades. Teachers can use the results from each year to identify goals, program needs, and student growth.
The IEP team will complete the New Mexico Public Education Department “Addendum for Determining Eligibility for the New Mexico Alternate Assessment” and provide documentation that the student meets participation or eligibility criteria. 34 CFR Sec 300.138(b)(1).
Due Process
Due Process Hearing Procedures may be initiated between parent and public education agency concerning the following circumstances:
A. A proposal or refusal to initiate or change identification, assessment, or educational placement of a child or the provision of a free, appropriate, public education to the child.
B. A parent refuses consent to assessment procedures.
A mediation conference may be requested at any point during the hearing process if both parties agree to mediate and are willing to extend the 45 day limit for issuing a hearing decisions for a period equal to the length of the mediation process.
Section 504 / American Disabilities Act
Section 504 (Subpart D) is a civil rights law that is the responsibility of the comprehensive general education system. It requires students with disabilities be provided with a free appropriate public education (FAPE). As such, NM International School will provide the full range of accommodations and services necessary for students with disabilities to participate in and benefit from public education programs and activities.
NMIS recognizes that all individuals who are disabled under the Individuals with Disabilities Act (IDEA) are also considered to be disabled, and therefore protected, under Section 504/ADA. However, all individuals who are disabled under Section 504 will not meet the eligibility requirements of IDEA. These children do require a response from the regular education staff , and a plan for the provision of accommodations and services may take the form of a written Section 504 Plan.
Eligibility
Section 504 protects all qualified students with disabilities, defined as those persons having a physical or mental impairment which substantially limits one or more major life activities; has a record of such impairment, or is regarded as having such an impairment. (29 U.S.C Sec. 706(8)
Major life activities is defined as:
“….functions such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working.” (34CFR Part 104.3)
Evaluation Process
The components of evaluation assessment for Section 504 are determined by the type of disability suspected, data required to define the impact of the disability in the education environment, and the type of services/accommodations that may be needed. There are no evaluation requirements as exist under IDEA. However, the evaluation will be sufficient to accurately and completely assess the nature and extent of the disability, and the impact of the disability on a specific mayor life activity.
Services
The determination of services needed will be made in accordance with evaluation data by a group of persons knowledgeable about the student. The group will review the nature and presence of the disability, how it affects the student’s access to the educational process, and whether accommodations are needed to prevent discrimination. The decision about 504 eligibility and services will be documented in the student’s file, and if services are provided, eligibility and the plan for services will be reviewed periodically, as determined by the group who developed the plan.
Access to Ancillary Services
NMIS will contract with licensed professionals to provide ancillary services. Contractors may include Cooperative Educational Services and other professionals in the field. NMIS will provide all services determined and required by the student’s IEP or 504 Plan.
Parent Notice
As required by this law, the parent or guardian will be provided with notice of actions affecting the identification, evaluation or placement of the student. Parents/guardians will be invited to the meeting and participate in the decisionss made. Parents are entitled to an impartial due process hearing if they disagree with the school’s decisionss in these areas. A section 504 hearing will be made available by the school if requested by the parent. NMIS understands that parents may choose to appeal directly to the Office of Civil Rights without notifying the school of their concerns or requesting a 504 due process hearing.
Highly Qualified Teachers
Under No Child Left Behind (NCLB) instruction at NMIS will be provided by highly qualified teachers. This applies to both general and special education teachers teaching in the academic subjects listed in the NCLB regulations: English, reading, language arts, mathematics, science, foreign language, civics and government, economics, arts, history, and geography. 34 CFR 200.55(b)(2). NMIS will follow the state rules on determining the status of a teacher as highly qualified.
English Language Learners (ELL)
As described above, accommodations for English Language Learners will be provided through curriculum planning using the UDL framework. Additionally, the school will employ a licensed teacher with a Teaching English to Speakers of Other Languages (TESOL) endorsement. When ELL students enroll, NMIS will submit application for funding of 3 hour Bilingual Program.
Students, who are not yet English proficient, will have language goals (reading, writing, speaking, and listening) as well as content goals. The sheltered instruction protocol will be used as a reference to adequately plan support for such students.
The Sheltered Instruction Observation Protocol (SIOP)
I. Preparation
1. Write content objectives clearly for students.
2. Write language objectives clearly for students.
a. Choose content concepts appropriate for age and educational background level of students. List them:
3. Identify supplementary materials to use (graphs, models, visuals). List materials:
a. Adapt content (e.g., text, assignment) to all levels of student proficiency. List ideas fro adaptation.
b. Plan meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, and constructing models) with language practice opportunities for reading, writing, listening, and/or speaking.
II. Instruction
Building Background
4. Explicitly link concepts to students’ backgrounds and experience. Examples:
5. Explicitly link past learning and new concepts. Examples:
a. Emphasize key vocabulary (e.g. introduce, write, repeat, and highlight) for students. List key vocabulary.
Comprehensible Input
6. Use speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners.)
7. Explain academic tasks clearly.
8. Use a variety of techniques to make content concepts clear (e.g. modeling, visuals, hands-on activities, demonstrations, gestures, body language.
Strategies
9. Provide ample opportunities for students to use strategies, (e.g. problem solving, predicting, organizing, summarizing, categorizing, evaluating, self-monitoring). List them:
10. Use scaffolding techniques consistently (providing the right amount of support to move students from one level of understanding to a higher level) throughout the lesson. List them:
11. Use a variety of question types including those that promote higher-order thinking skills throughout the lesson (e.g., literal, analytical, and interpretive questions). List them:
Interaction
12. Provide frequent opportunities for interaction and discussion between teacher/student and among students about lesson concepts, and encourage elaborated responses.
13. Use group configurations that support language and content objectives of the lesson. List the grouping types:
14. Provide sufficient wait time for student responses consistently.
15. Give ample opportunities for students to clarify key concepts in L1 (1st language) as needed with aide, peer of L1 text.
Practice/Application
16. Provide hands-on materials and or manipulatives for students to practice using new content knowledge. List materials:
17. Provide activities for student to apply content and language knowledge in the classroom. List them:
18. Provide activities that integrate all language skills (i.e., reading, writing, listening, and speaking). List them:
Lesson Delivery
19. Support content objectives clearly.
20. Support language objectives clearly.
21. Engage students approximately 90-100% of the period (most students taking part and on task throughout the lesson).
22. Pace the lesson appropriately to students’ ability level.
III. Review / Evaluation
23. Give a comprehensive review of key vocabulary.
24. Give a comprehensive review of key content concepts.
25. Provide feedback to students regularly on their output (e.g., language, content, work).
26. Conduct assessments of student comprehension and learning throughout lesson on all lesson objectives (e.g., spot checking, group response).
Access to Services Including But Not Limited to Health and Counseling
The NM International School educational program will provide access to other services such as counseling and health based upon the individual student needs. The services may include, but are not limited to, the following types of modifications and services:
Counseling Services
NMIS will provide counseling services as determined by the Student Assistance Team and or IEP team.
Student Health Needs
Health services (including physical and occupational therapy) for students will be provided by a qualified contract health care provider who will be responsible for maintaining Cumulative Student Health Records for each student. NMIS will comply with all immunization and blood-born pathogen laws.
Handicap Accessibility
NMIS will meet all Federal and State requirements for providing full handicap accessibility. The school’s facility will be handicap accessible and all activities will be adapted to meet the need for access.
PART VI: FINANCIAL PLAN
A. Budget
Proposed Budget
The proposed budget of New Mexico International School is offered as evidence of its fiscal soundness. In the appendices are five years of revenue projections, utilizing the New Mexico Public Education Department’s spreadsheet, the 910-B5. Budget narratives for revenue and expense spreadsheets follow below. Finally, there is a five year projected budget based on the current unit values. Because the school is at capacity in year four (all grades operating and fully staffed), the budget for year five is identical to year four.
Budget Narrative Description
Budget Assumptions (for Expenses and Revenue Spreadsheets in Appendices)
1. All budget figures are based on current economic conditions. It is not possible to predict future impact of current recession on the state’s budget including funding for education. All revenues and expenses are preliminary and should be interpreted with great caution.
2. NMIS will see its student enrollment grow from 200 to 240 from year four to year five. This growth will result in the loss of small school adjustment.
3. NMIS will contract with individuals/businesses custodial, technology, ancillary, health, and after school sports program. These services are insufficient in scope to merit hiring a part or full time employee.
4. NMIS will apply for a federal charter school stimulus grant.
5. The average teacher salary used for budget development purposes was $45,000 for all five years. This figure may decrease or increase depending on the number of Level I, II, and III teachers hired. All salaries include 35 percent for benefits.
6. Salaries for head administrator, school director, special education director, bilingual/IB director are negotiable. Preliminary salary figures for head administrator have been established at $20,000 and $80,000 for school director. NMIS will attempt to recruit, hire, and compensate other two directors using teacher’s salary schedule. Preliminary salary figures set for directors was $60,000.
7. NMIS will apply each year for state bilingual funds, physical education, and fine arts.
8. A percent range of 10-12 has been used to estimate special education enrollment.
9. Educational assistant will initially be placed in kindergarten. In year two, they will also be placed in first grade classrooms. Salaries for educational assistants was set at $18,000 each.
10. Related service personnel include .5 FTE for Art and .5 FTE for Music on a contractual basis (no benefits).
11. Business manager costs appear under Finance/Bookkeeping/Accounting. This fee was set at $50,000. As the school grows, a bookkeeper may be added.
12. Students travel listed is for field trips which is a strong component of the IB curriculum. Each teacher will have $2,000 available every year for field trips.
13. Amount listed for rental –land and building is for the Unser facility. It is estimated at $10,000 per month. The amount listed does not include state subsidy currently at $700 per student for facilities.
14. Other professional services include an annual fee to the International Baccalaureate Organization and a contracted adjunct Arabic instructor for the school’s first two operating years.
15. In years one through five, the school will purchase software and licenses. In the school’s first three years of the school’s operations, extra supplies and materials will be purchased with federal start-up funds. From the supplies and materials budget, the state mandated standardized tests will be purchased.
16. Funds are made available for the annual audit, legal fees and the lease of a photocopier for administrative use.
17. Ancillary services, such as diagnosticians, occupational therapists, physical therapists, social workers, and speech therapists, a year has been allocated to contract with private service providers. After the fortieth day of the first year of operation and in subsequent years, it is expected that the SEG will increase due to the enrollment of special education students. In this projected budget, only “basic” students are enrolled. With the increase in revenue, additional funds will be available to pay for ancillary services.
B. Fiscal Management
New Mexico International School (NMIS) will apply sound fiscal practices that comply with New Mexico State statutes and regulations as well as federal and local laws and regulations. To minimize risk inherent in administering the school’s finances, NMIS has clearly defined roles for the Governing Council, the head administrator, the business manager, and other employees responsible for the school’s financial assets. These define roles and a strong internal control structure will provide reasonable assurance of the school’s long-term financial health and the school’s success. Pursuant to statute, the Governing Council will establish both Finance and Audit Committees.
New Mexico International School Governing Council will apply to become a Board of Finance, provide oversight of the school’s finances by regularly reviewing and approving financial reports at the monthly board meeting. The Governing Council will also establish and approve the yearly budget, as well as approve the head administrator’s contract and the staff salary schedule.
The head administrator will have ultimate responsibility for all management and fiscal decisions. These fiscal responsibilities include, but are not limited to the proper oversight of the school’s approved budget, hiring and dismissing of all employees, and monitoring of the proper reporting of student data. The head administrator will ensure that reports to all federal and state agencies (such as the New Mexico Public Education Department and Charter School Division) are completed accurately and submitted in a timely manner. The head administrator will hire the business manager who will hold a State of New Mexico School Business Official License. The business manager will report to the head administrator and be responsible for conducting or ensuring that all fiscal activities of the school are conducted in a timely manner and in full accordance of the law. To this end, the school will use a computerized fund accounting financial software system, to process its daily financial business.
Statement of Management of Fiscal Responsibilities
The Governing Council will ensure that the charter school is following general standards of accounting and otherwise sound public school business practices by requiring regular reporting by the head administrator and business manager at meetings. The Governing Council will develop sound financial management policies and procedures to address the following aspects of the school business:
• Procurement (adopt policies to implement the New Mexico Procurement Code, NMSA 1978, §13-1-1, et. seq.);
• Budget policies: fiscal year, budget preparation, budget maintenance standards; budget adjustment requests;
• Segregation of duties; anti-nepotism policies;
• Internal controls;
• Cash management program to safeguard cash in custody;
• Procedures for expenditure projections to identify school staffing and equipment needs;
• Receipt of funds;
• Cash disbursement;
• Procedures for Bank Reconciliation (monthly review and reconciliation); personnel and payroll policies (contracts, personnel/payroll action forms, certification records, employment eligibility, federal/state withholding, pay deduction authorizations, Educational Retirement Act plan and direct deposit authorizations);
• Compliance with the annual school audit as outlined in New Mexico Audit Act, NMSA 1978 §12-6-1 et seq.;
• Conflict of interest disclosure statement and policy;
• Such other policies to ensure that the school complies with the Public School Finance Act, NMSA 1978 §§22-8-1, et seq., Title 6, Chapters 19 through 21 of New Mexico Administrative Code and the New Mexico Public School Accounting Budgeting Manual;
• Policy defining the relationship to the charter authorizer; and
• Charter amendment procedure.
New Mexico International School will employ a licensed full-time business manager or contract with a business manager to manage the school’s fiscal responsibilities. The business manager must hold at least a Level 2 State of New Mexico Professional School Business Official License. The business manager must also attend all required New Mexico Public Education Department (NMPED) trainings and workshops. The business manager must have the following areas of expertise and knowledge:
• Public school accounting and budgeting
• Budget preparation and management
• Preparation and submission of all NM PED Reports
• Internal control policies and procedures
• Standards for fund accounts and reports
• Cash management and controls
• Payroll Preparation
• NM PED Reimbursement Request Submissions
• Procurement oversight
• Asset and inventory management oversight
• Accounts Payable oversight
• Accounts Receivable oversight
• Human Resources Oversight
Internal Control Procedures
The school will adopt an Internal Control Procedure during the planning year. However, the following is a general outline of the types of procedures and protocols that the school anticipates using. However, procedures and protocols will always comply with appropriate laws and generally accepted accounting protocols.
Segregation of Duties
Segregation of duties will be implemented at NMIS to ensure that no staff member has full control of all processes involved in receiving, expending, reconciling and reporting of funds, thus protecting the school’s assets and limiting the possibility of fiscal fraud. The procedures that NMIS will follow will be approved in advance by the governing council.
Purchasing
The school will establish the protocols regarding the issuing of purchase orders and when they will be required. Both the head administrator and the Business manager are required to approve all purchase orders, ensuring that sufficient funds are available for the purchase. Once a purchase order has been approved, it is assigned a number and a copy will be given to the employee who submitted the purchase order. The requesting employee then has authorization to make the purchase. The vendor will receive a copy of the purchase order. Vendors will be required to include the purchase order number on their invoices
Receiving Purchases.
When orders are received they will be reviewed for accuracy and items compared to the packing slip for completeness. The packing lists will then be signed and forwarded to the bookkeeper. This will let the bookkeeper know that items have been received and are in good order. If a packing list in not included with the shipment, the staff member receiving the shipment sends a confirmation email to the bookkeeper stating that the order has arrived. If the items received are not in good order, the vendor will be notified immediately. If possible the delivery will be rejected. If delivery cannot be rejected the order will be stored and safeguarded until return details are arranged with the vendor.
Cash Disbursements
Incoming invoices will be verified for accuracy and then date stamped by the bookkeeper to indicate approval. Areas on the stamp will provide space for the check number that the invoice was paid with and the date the check was written. The bookkeeper will then attach the invoice to the purchase order and packing slip, if applicable. The business manager will review and initial all invoices and then return them to the bookkeeper who will input the invoice into the accounting system and print all checks. The head administrator will make the final review and grant final approval of all invoices and sign all checks. Blank check stock will be kept in a locked cabinet in the business manager’s office. Neither the head administrator nor the bookkeeper will have a key to this cabinet. All check stock will be imprinted “void after one year from issue date” as required by state law.
Cash Receipts
The bookkeeper will accept, count and write receipts for all cash and checks received at the school. The business manager will perform a second count, prepare deposits, and return the paperwork associated with the deposit to the bookkeeper. The bookkeeper will then enter the deposit into the accounting system and attach the bank deposit receipt to the paperwork after the deposit is made. All deposits will be made within 24 hours of receipt.
A log will be utilized as a final safeguard to reasonably assure that all money collected is deposited in to the bank. The bookkeeper will log the date, person received from, form in which received (including check information) and amount. The business manager will initial the log and note the amount on the deposit slip. Finally, the bookkeeper will initial the log and note the amount on the bank deposit receipt. If there is a discrepancy in cash greater than $5.00, it will be noted and investigated. If a receipt is voided, this will be noted on the log with an explanation as to why the receipt was voided. The completed log will be placed in the file folder which holds the paperwork from the deposits.
Payroll
The office manager will assemble all personnel files. The Governing Council and the head administrator approve and sign all staff contracts. The business manager inputs the employee information into the accounting system and prepares the payroll. When payroll is prepared, a report is printed and given to the head administrator to review and sign. This report will be filed with other payroll reports for the period.
Upon completion of the issuance of a payroll, the business manager will prepare the payroll liability reports and submittals as required. This will include the submission of IRS, NM CRS, NMPSIA, RHC, ERA, and other payroll liabilities. The reports will be scheduled so that a clear audit trail is maintained verifying all payments have been properly made to the appropriate regulatory and/or tax authority.
Bank Reconciliations
The business manager will reconcile the bank statement within five business days of receipt. Once the reconciliation is complete, a bank account reconciliation report will be generated in the financial software system and attached to the bank statement. A cash balance report will be attached which will detail each active fund and its corresponding cash balance. The bank provides an analysis statement and, when necessary, a collateral statement; these statements will also be attached to the bank statement. This bank reconciliation packet will then be given to the Head administrator who will review and initial it.
Included with the bank reconciliation will be a listing of outstanding checks/warrants issued. The business manager will work to minimize the aging of outstanding checks by contacting the vendor to whom the check is addressed.
Inventory
A member of the staff designated by the head administrator will be responsible for maintaining inventories of books, computers and other technology, and other furniture and equipment belonging to NMIS. Physical inventories will be conducted each year for all books, computers, equipment and furniture. Any discrepancies in the counts will be reported to the head administrator.
Journal Entries
Non-standard journal entries are prepared by the business manager and are reviewed and signed by the Head administrator on a monthly basis.
Professional Development and Staff Travel
Staff members planning to participate in professional development submit a Request for Professional Development. This request details the need and the benefits for this opportunity as well as the costs involved. It is then forwarded to the head administrator. When approved, the staff member can then proceed with any registration and travel arrangements. Staff is reimbursed for all reasonable and customary expenses for travel within the guidelines and limitations of the NM State Per Diem laws and regulations.
Petty Cash
New Mexico International School will not use a petty cash system.
Insurance and other Employee Benefits
The school will work with New Mexico Public Insurance Authority and its third party administrator to determine appropriate insurance and employee benefits.
Budget
New Mexico International School will prepare and adopt an annual budget in accordance with statutory requirements. The budget will be prepared by the business manager under the direction of the Head administrator with input and oversight by the Governing Council. The school will establish a Finance Committee as required by law with the required members. This Committee will assist in making decisions around budgetary issues as well as provide additional oversight of all financial decisions.
Once the budget is set, any variances from it may require a Budget Adjustment Request (BAR). BAR types include Increase, Decrease, Maintenance, Transfer and Initial Budget BAR’s. These BAR’s provide for new money received by the school or a change in spending patterns. The Business manager will prepare a BAR to be presented at a Governing Board Meeting. When the BAR is approved by the Governing Board, it will be submitted to the PED.
Financial Statements/Financial Reports
The business manager will prepare financial reports that will be presented at the quarterly Governing Council meeting. It will be reviewed and approved by the Governing Council and this will be noted in the minutes. The report will be designed by the Governing Council to meet their requirements for effective financial oversight.
Annual Audits
Pursuant to state law, the school will create an Audit Committee whose composition will reflect current statutory requirements. The Audit Committee will play a large role in overseeing the annual audit process. Annual audits will be conducted following the guidelines set forth by the Office of the State Auditor and the State Audit Rule. The school’s annual audit will be conducted pursuant to the instructions of the NM PED. Currently, it is anticipated that the school will be audited as a component unit of the Public Education Department. The school will be responsible for paying its proportionate share of the audit and making all of the requested information available to the auditor at a time and place designated by the PEC/PED auditor upon reasonable advanced notice. It is anticipates that the annual audits will be conducted between July and November of every year, with the final report submitted to the Office of the State Auditor by the November 15th due date.
Audit findings assessed against the school will be addressed and become a part of the audit report. An audit finding is any deficiency, major or minor, found during the audit process. State audit guidelines have no “materiality factor” built in, therefore even the smallest deficiency found becomes a part of the audit report. The audit will be presented upon completion in an annual audit exit interview. At a minimum, the school will meet the required attendance of New Mexico statutes and regulations.
New Mexico International School will make every attempt to minimize the possibility of audit findings and repeat audit findings. The school will respond to all audit findings through a corrective action report approved by the Governing Council. A corrective action plan will be submitted to the authorizer as negotiated or upon request.
Reports to the Public Education Department and Charter School Division
New Mexico International School will provide quarterly financial reports to the PED and the Charter School Division. These reports are prepared and transmitted through the school’s financial software. The head administrator will report to the Governing Council on the timeliness of the quarterly report and review with them the content provided therein.
End-of-year reports will also be submitted to the Public Education Department. They include the reports described above as well as any other reports required by the PED. These reports will also be provided to the Governing Council during a regular and open meeting.
PART VII: GOVERNANCE/MANAGEMENT PLAN
A. Governance/Management Structure
Overall School Governance and Site-Based Management Structure
Proposed Organizational Chart and Narrative
| | |Governing Council | |Governing Council |
| | | | |Committees |
| | | | | |
| | | | | | |
|Business Manager | |Head Administrator | |School Advisory |
| | | | |Committee |
| | | | | |
| | | | | | |
| | | | | | | | |
|Bilingual / IB Director | |School Director | |Special Education |
| | | | |Director |
| | | | | | |
| | | | | | | |
| |Teachers | | | | |
| | | | | | | |
| |Educational Assistants | |Classified / Clerical / | |
| | | |Custodial | |
| | | | | |
Following is a brief description of responsibilities for various groups and individuals associated with NMIS. For a complete listing of responsibilities see Section B: Description of the Governing Body and Section D: School Organizational Structure of this document.
Governing Council: Detail description of Governing Council powers and duties is found in the following section of this application.
Governing Council Committees: Detail description of Governing Council Committees and their roles is found in the following section of this application.
Head Administrator: The head administrator shall supervise, either directly or through delegation, all activities and all personnel of the school according to the laws of the state of New Mexico, including charter school laws, federal laws, and adopted policies on the Governing Council.
The head administrator is the school’s chief executive officer and the administrative head of the school. It is the head administrator’s duty to administer the policies of the Council and to provide leadership for the school. The head administrator is the professional consultant to the Council and, in this capacity, makes recommendations to the Council for changes in policies and educational programs.
The head administrator provides the initiative and the technical guidance for the improvement of the total program of the school. The delegation of authority for the operation of the various functions of the school is one of the head administrator’s duties. The head administrator is, however, responsible to the Council for all functions of the school.
School Advisory Committee: The School Advisory Committee is an important component of the NMIS site-based management structure. The SAC will consist of one representative per grade level selected by the parents of children enrolled at the grade level. In addition to the six parent representatives (one per grade level), a teacher selected by his/her peers will represented the certificated staff. The school’s head administrator and school directors will be permanent members of the SAC. Other members may include educational assistants and clerical staff.
The SAC will serve in an advisory role to the school’s administration. Whenever possible, the school’s administrator will seek SAC input in school policies, budgets, and procedures before presenting them to Governing Council for discussion, consideration, and approval.
The SAC will meet quarterly and select new grade level representatives in the spring of each year.
School Director: In consultation with the school’s head administrator, the school director is responsible for actual administration and supervision of the school within the established policies of the Governing Council. Specific duties include administration of student assessment, supervision and evaluation of staff, coordination of and technology program, and other duties as specified in job description and/or assigned by the school’s head administrator.
Business Manager: The school’s business manager provides prompt and accurate financial information. The manager is responsible for accounts payable/receivable, payroll, benefits, insurance, ordering of materials and supplies, and developing school’s annual budget.
Bilingual/International Baccalaureate Director: The school’s bilingual/IB director is responsible for the implementation of the school’s state bilingual application and the IB plan for authorization. The bilingual/IB director will work closely with teaching staff to ensure accurate and effective use of one-way immersion strategies.
Special Education Director: Primarily responsible for the implantation of the school’s special education program. Major responsibilities include scheduling various services for special education students; monitoring implementation of IEPs and 504 Plans.
Teachers: Responsibilities include: developing and implementing unit planners that focus on New Mexico State Standards, International Baccalaureate Primary Years Program, and second, third language acquisition.
Educational Assistants: Assist classroom teachers in implementing the school’s educational program.
Classified/Clerical/Custodial Staff: The school’s classified/clerical/ custodial staff will play an important role in ensuring that outside the classroom services are carried out. Classified/clerical staff will answer telephones, greet visitors, file documents, and other clerical-related roles. Custodial staff will ensure that interior and exterior areas of the school are well maintained.
B. Description of the Governing Body
Governing Body Policies and Procedures
Board Powers and Duties
The Governing Council (GC) has the legal fiduciary responsibility for the well-being of the New Mexico International School (NMIS). It will function both by its own activity and by delegation to members of the charter school community. The GC will hold ultimate responsibility for the educational outcomes of the school.
The GC will be specifically responsible for:
1. Establishing and developing policy and procedures: The GC will work collaboratively with NMIS’ administration to develop appropriate policies and operational procedures. Policies, once outlined, will be drafted and presented to the GC for discussion and approval. Subject to all legal requirements, all new policies will be placed on council agendas for public input.
2. Establishing and maintaining fiscally sound budget practices: Oversee development of budget and give final approval: The GC will work with administration and business manager to develop and execute a fiscally sound budget each year.
3. Acting as avenue of communication for parents, staff, students, and community members: GC meetings will provide another opportunity for stakeholders to remain inform about school policies, procedures, and fiscal matters. The GC will hold two times per year, Town Hall Meetings to solicit ideas and input from the school community.
4. Informing the larger community: GC members will act as goodwill ambassadors for the school. They will
5. Hiring and evaluating the school’s head administrator: The GC will assume the responsibility for holding the school’s head administrator and staff accountable for the overall operation of the school. The head administrator will be evaluated by the GC on an annual basis.
6. Evaluating effectiveness of school programs: The GC will review qualitative and quantitative data to evaluate the effectiveness of the school and the degree to which SMART goals are being achieved.
7. Establishing and maintaining standing GC committees: The NMIS GC will establish and maintain the following committees:
• The Finance/Audit Committee will develop annual budget within state required timelines; identify budgetary adjustments during the year; review and control expenses; establish financial needs and priorities; assure procedures and controls are in place to maintain financial integrity; and make financial recommendations to the Governing Council.
• The Facilities Committee will plan and oversee all aspects of site development and maintenance, assess needs and establish priorities of work; determine costs associated with work to be completed; and prepare recommendations for the GC.
• The Educational Programs Committee will review school’s academic standards to ensure compliance with all New Mexico Content Standards and Benchmarks; oversee the International Baccalaureate application process; review curriculum policies; and develop draft of school calendar and make recommendations to GC for approval.
• The Governance Committee will be responsible for making nominations for membership on the Governing Council, and for its officers, in accordance with the bylaws. In addition, the committee will keep under constant review the manner in which the Governing Council itself fulfills its responsibilities, conducts its business, in order to evaluate its effectiveness. Accordingly, it will review and make recommendations on such matters, among others, as: the bylaws, Governing Council committee structure and membership, decision-making processes, meetings, agendas, procedures and schedules, Governing Council-staff relations, conflict of interest, evaluation of Governing Council members, new Governing Council member orientation, and such other matters as it believes will contribute to the effectiveness of the Governing Council.
Individual Council Member Roles
In order to effectively carry out the above Governing Council (GC) powers and duties, GC members will be expected to fulfill individual roles including: chairing one the GC’s committees; representing their constituency by bringing issues to the attention of the GC and actively sharing information with all stakeholders; offering mediation assistance between parents/teachers/staff if direct resolution of the problem cannot be accomplished by the parties involved; holding confidential matters regarding personnel and student and family information; and reading and responding to materials submitted for GC consideration and action before and after GC meetings.
Governing Council Officers
The officers of the Governing Council will be a President, a Vice-President, a Secretary, and a Treasurer. The Council may create such other officer positions as it thinks necessary. Each officer will have its duties and responsibilities specified and included in the bylaws. No officer may hold more than one position at the same time. Major officer responsibilities include the following:
• President: Oversight of Governing Council business and affairs
• Vice-President: In the absence of the President, performs all duties of the President
• Treasurer: Chair of the Finance Committee and general oversight of school’s financial records
• Secretary: Provides notice of all public meetings and ensures prompt completion and dissemination of Council minutes.
Meetings
Open Public Meetings Act. All meetings of the Governing Council will be held in accordance with the New Mexico Open Public Meetings Act (NMSA 1978, Sections 10-15-1 et seq). Adequate notice of all meetings subject to the Act will be visibly posted and announced in the school’s website, bulletin boards, and all school-home correspondence.
Regular Meetings. In addition to the Annual Meeting for the purpose of appointing Governing Council members, regular meetings of the Council will be held four times per year (fall, winter, spring, and summer) and at such other times as the Council may determine. Timely public notice of all such regular meetings will be provided as specified in the Open Public Meetings Act.
Special Meetings. Special meetings of the Governing Council for any purpose or purposes may be called at any time by the President or by a petition signed by a majority of the full Governing Council. Such meetings will be held upon not less than three business days notice given personally or by telephone, telephone facsimile, or electronic mail or upon not less than five business days notice given by depositing notice in the United States mail. Such notice will specify the time and place of the meeting and in all respects comply with the notice requirements contained in the Open Public Meetings Act.
It is expected that Governing Council members will attempt to build consensus around major decisions. If a general consensus is not possible, the President of the Governing Council will call for a vote of the members.
Recruitment and Selection
NM International School’s Interim Governing Council and its Governance Committee will be responsible for recruiting and appointing permanent Governing Council members. The interim council and committee will apply the following seven steps in their selection of permanent members:
1. Prepare for active council member recruitment.
2. Develop a profile of the current council.
3. Determine strategies to build council diversity.
4. Develop an initial list of prospective candidates.
5. Contact top recruiting prospects.
6. Schedule and conduct orientation sessions with prospective council members.
7. Select new members to the council.
Number. The Governing Council will consist of not less than five and not more than seven members. The Head Administrator of NM International School will be a non-voting member of the Governing Council.
Term and Term Limits. Governing Council members will be appointed for three year terms. Terms will be staggered so that no more than 1/3 of the Council shall be up for appointment in any year, unless unforeseen vacancy (ies) occurred. Governing Council membership will be limited to two consecutive three-year terms. Previous Governing Council members will be eligible for appointment after a lapse of two years.
Annual Meeting. An annual meeting of the Governing Council for the appointment of members and officers and such other business as may come before the meeting will be held in the spring of each year. Written notice will be given not less than three days of the time, place, and purpose of the meeting. The meeting will be held at the principal location of the school or such other place as specified in the meeting notice. The notice will comply with the Open Public Meetings Act.
Orientation and Professional Development
A new member of the Governing Council will be afforded the Council’s and staff’s fullest attention to assist them in becoming completely informed about the Council’s functions, policies, procedures, and goals.
In the interim between appointment and actually assuming office, the new member will be invited to attend appropriate meetings and functions of the Governing Council and will receive pertinent reports and communication normally sent to Governing Council members. The new member will also be provided access to documents including the Governing Council Policy Manual, the school’s charter, agendas and minutes from previous meetings, and other school-related reports.
The Governing Council President and school’s administrative staff will confer with the new members as necessary to introduce them to school staff, answer questions, and provide additional information about the school.
New Governing Council members will be required to attend meetings and workshops specifically designed for new members.
Head Administrator Criteria and Process for Selection
The Governing Council will engage in the following process to recruit and hire the school’s head administrator:
1. Identify who will be involved in the selection process and establish selection committee.
2. Identify desired and needed characteristics for the school’s head administrator.
3. Write and/or modify a detailed job description.
4. Advertise nationwide for applicants.
5. Conduct a paper screen of applicants.
6. Develop questions and desired answers to the questions based on the written job description.
7. Train interview team.
8. Interview process—primary goal is to find as much as possible about each candidate.
9. Debrief with selection team to identify top candidates.
10. Check references.
11. Come to a final decision and recommend that the Governing Council hire the candidate preferred by selection committee.
12. Notify selected and non-selected candidates of selection committee’s decision.
With the exception of step 11, a similar process will be followed to hire the school’s director and other school staff.
List of Governing Council Members (Interim)
The following individuals have agreed to serve on the Interim Governing Council for the New Mexico International School. Upon approval of this charter, the Interim Governing Council will begin the process of identifying and selecting permanent Governing Council members. It is expected that this process will be completed by the end of the 2011-12 school year. The Interim Governing Council will serve for a term of two calendar years beginning July 1, 2010 and ending June 30, 2012. NM International School will begin the 2012-13 school year with a permanent Governing Council.
Dr. Carlos R. Pagán, Lead Organizer and Interim Governing Council Member
Assistant Professor, University of New Mexico
Dr. Pagán is the lead founder of Corrales International School. He has served in various administrative and teaching roles for over twenty-five years including elementary and high school teacher, middle school assistant principal, and charter elementary principal. Dr. Pagán is bilingual (English/Spanish) and holds a New Mexico administrative credential.
Dr. Nicole Montague, Interim Governing Council Member
Elementary School Teacher, Corrales International School
Dr. Montague is currently a bilingual first grade teacher at Corrales International School. She holds graduate degrees in bilingual and special education. Dr. Montague held an Associate Professor post at Texas A & M University and recently became a nationally board certified teacher.
Dr. Chad Redwing, Interim Governing Council Member
Executive Director, Cottonwood Classical Preparatory School
Dr. Redwing is the founder Executive Director of Cottonwood Classical Preparatory School. He holds graduate degrees from the University of Chicago and has written extensively in the social sciences. Dr. Redwing was a Peach Corp volunteer in Chile, is bilingual (English/Spanish) and holds a New Mexico administrative credential.
Mr. Eduardo Chavez, Interim Governing Council Member
Real Estate Broker
Mr. Chavez holds degrees in business from ITESO in Guadalajara, Mexico. He has been involved in real estate in Mexico and in New Mexico for over twenty-five years. Mr. Chavez is also a practicing architect and investor.
Dr. Louella Gonzales Buchanan, Interim Governing Council Member
Educational Consultant
Dr. Buchanan holds graduate degrees from the University of New Mexico. For over ten years she served in the Bilingual and Multicultural Education Division of the New Mexico Public Education Department. She continues to consult with many districts around the state.
Staff, Families, and Community Participation in Governing Council
Direct participation (voting) by parents of current students and staff members on the Governing Council will not be permitted. Parents and staff may participate on the School’s Advisory Council and may address the Governing Council during all of their meetings.
C. Partnerships
New Mexico International School has not established partnerships with any higher educational institutions, businesses, nonprofits, K-12 schools or other community organizations.
D. School Organizational Structure
Job Descriptions
Head Administrator
Specific Duties and/or Responsibilities:
Education Program:
• Administers the development, coordination, maintenance, and evaluation of the educational program, including the International Baccalaureate Program and the language immersion program (bilingual).
• Supervises methods of teaching, supervision, and administration in effect at the school.
• Keeps informed of modern educational thought and practices by advance study, by visiting other schools, by attending educational conferences and workshops, and by other appropriate means.
• Keeps public and Council informed about modern education practices, educational trends, and the policies, practices, and challenges in the school.
Management:
• Ensures that all activities of the school are conducted in accordance with the laws of the state of New Mexico, charter school laws, federal laws, and adopted policies of the Governing Council.
• Assumes responsibility for the overall financial planning of the school and for the preparation of the annual budget, and submits it to the Council for review and approval.
• Establishes and maintains efficient procedures and effective controls for all expenditures of school funds in accordance with adopted budget, subject to direction and approval by the Council.
• Maintains or has maintained adequate records for the school, including financial accounts; business and property records; and personnel, attendance, and academic records.
• Provides suitable instructions and guidance to protect and maintain school property.
• Oversees the completion and submission of required reports.
• Interprets the budget and finances to the community.
• Remains current on charter school requirements and approved legislation.
• In collaboration with school director, conducts parent information meetings relative to school’s entrance (lottery) requirements.
• Assess facilities needs and recommends plans to Council.
Governing Council:
• Attends and participates in all meetings of the Council and its committees, except when excused by the Council’s President.
• Takes prompt action to implement all directives of the Council.
• Advises the Council on the need for new and/or revised policies.
• Provides timely advice to the Council on the implication of changes in statues or regulations affecting the school’s programs.
• Informs and advises the Council about programs, practices, and problems of the school, and keeps the Council informed of the activities operating under the Council’s authority.
• Prepares and submits to the Council recommendations relative to all matters requiring Council action, placing before the Council such facts, objective information, and reports as are needed to ensure the making of informed decisions.
• Develops and implements rules and regulations in keeping with Council policy.
• Acts as chief public relations agent for the school.
• Acts on own discretion if action is necessary in any matter not covered by Council policy, reports such action to the Council as soon as practicable, and recommends policy guidance in the future.
Personnel:
• Completes performance evaluations of school directors.
• Recommends to the Council the appointment or dismissal of the school’s director.
• Ensures that all employees are evaluated in accordance with the laws of the state of New Mexico and adopted Council policies.
• Provides and/or facilitates professional development opportunities for school staff.
• Recommends all promotions, demotions, contracts, appointments, and salary changes to the Council.
• Communicates to all employees all actions of the Council relating to personnel matters, and receives from employees all communication to be made to the Council.
Required and/or Preferred Knowledge, Skills, and Other Characteristics (Qualifications):
• Valid New Mexico administrative certificate.
• Masters degree from an accredited college or university with specialization in the areas of administration, supervision, and evaluation of educational programs.
• Five or more years of school administration experience preferably at a dual language school and/or International Baccalaureate school.
• Experience as a classroom teacher preferred.
• Bilingual (Spanish/English) skills preferred.
Physical Requirements:
• Work is performed in an indoor environment and requires frequent sitting, standing, bending, repetitive motion, vision to monitor, and lifting up to 15 pounds.
Reports to: Governing Council
Business Manager
• Prepare and present an annual school budget to the Governing Council
• Prepare and present the Budget Adjustment Requests (BAR)
• Post the revenue to the appropriate fund and revenue code
• Responsible for impressed funds and disbursement of funds
• Aware of and follow the public school financial standards pursuant to NMAC, and follow GAAP standards
• Responsible for ensuring the safeguard of all financial and student records from potential theft and destruction
• Responsible for reconciliation of all bank statements
• Accuracy of payroll journal, backup of journal, and generation of payroll checks
• Maintain all employees' earnings, deductions, and leave records
• Responsible for substitute payment disbursement
• Entry of pay rates and deduction changes in accordance with benefits
• Responsible for the maintenance of employee insurance premium reconciliation, savings, tax-sheltered annuities, and other voluntary and mandatory payroll deductions
• Responsible for completing required PED financial reports in collaboration with Procurement Officer and Governing Council Treasurer and monthly, quarterly, and annual payroll tax-benefit reports required by federal, state, and local governmental agencies
• Accommodating and assisting State Auditor in yearly audit
• Assisting Head Administrator and School Director as appropriate and needed in oversight of the school
• Oversight of the school physical plant and coordination and ordering of all building supplies and equipment in accordance with approved internal control policy
• Financial record keeping - collect, record, and deposit money
• Coordinate all supply orders for all departments in accordance with approved internal control policy
• Coordinate and approve all textbook orders and teaching aids in collaboration with School Director and Administrative Assistant in accordance with internal control policy
• With approval of Head Administrator, prepare contracts to enter into the Financial Management System
• Maintain vendor invoices, matching encumbrance copy and receiving copy of purchase order, then matching with approved purchase order copy
• Prepare requisitions
• Manage school activities funds
• Trained in using the Operating Budget Management System (OBS) for the purpose of providing assurance that the data of NMIS are in compliance with federal and state laws and procedures and the PED
Work Year: 12 months
Reports to: Head Administrator
School Director
Specific Duties and/or Responsibilities:
Education Program:
• Keeps informed of and interprets all laws, regulations, statues, rules, and policies affecting programs under his/her supervision.
• Directs all school testing and assessment requirements.
• Directs analysis and interpretation of data (achievement and survey) through descriptive statistics and narrative methods.
• Prepares oral and written reports on assessment, evaluation, and survey results for staff and Council.
• Acts as a resource to teachers and head administrator in analyzing student achievement data.
• Performs all duties and responsibilities related to the school’s special education program including the scheduling of initial, annual, and 3-year evaluations.
• Assists teachers in implementing a school-wide student discipline plan/policy. When necessary, works with students to improve behavior.
• Provides leadership, coordination, and guidance to develop, refine, and implement technology throughout the school.
Management:
• Acts as the school’s registrar. Coordinates with other staff to ensure completion of enrollment, attendance, and registration requirements.
• Administers research/evaluation projects, needs assessment, and parent (community) satisfaction surveys.
• Assist in the preparation and administration of the school’s budget and assumes responsibility for preparing all purchase orders.
• Attends and presides over such other meetings as the head administrator designates.
• Prepares and submits to head administrator for review needed Council policies, status reports, handbooks, grant applications, school’s annual calendar, and other documents required for overall management of school.
• Serves upon assignment by the head administrator as a resource person to various parent and community groups and facilitates their positive involvement in the school.
• Accepts from the head administrator such of his/her responsibilities as the head administrator chooses to delegate, and assumes full responsibility for discharging them.
Operations:
• Supervises personnel to carry out maintenance work.
• Evaluates and recommends necessary improvements in school buildings and grounds.
• Organizes, supervises, and directs the school’s transportation program.
• Develops and implements safety education programs.
• Coordinates late starts, snow days, and make-up days for the school.
• Assists teachers in securing transportation for pre-approved educational field trips and athletic events.
Personnel:
• Completes performance evaluations of teachers and classified staff.
• Assists instructional staff in securing substitute teachers.
• Coordinates and supervises the work of all classified staff members.
• Provides or facilitates professional development opportunities for classified staff.
Required and/or Preferred Knowledge, Skills, and Other Characteristics (Qualifications):
• Valid New Mexico administrative certificate.
• Masters degree from an accredited college or university with specialization in the areas of administration, supervision, and evaluation of educational programs.
• School administration experience preferably at a dual language school and/or International Baccalaureate school.
• Experience as a classroom teacher preferred.
• Bilingual (Spanish/English) skills preferred.
Physical Requirements:
• Work is performed in an indoor environment and requires frequent sitting, standing, bending, repetitive motion, vision to monitor, and lifting up to 15 pounds.
Work Year: 210 days
Reports to: Head Administrator
Special Education Director
The Director of Special Education will serve as the primary communicator between parents of students with special needs, their teachers and support staff, and other pertinent personnel. This Director will also be in close contact with the Head Administrator to ensure that state and federal guidelines and timelines are being implemented correctly and in a timely fashion. In particular, this position will:
• Facilitate or designate an appropriate facilitator of Multidisciplinary Team/IEP meetings following performance-based reevaluations. Also facilitate any Manifestation Determinations or Addendums to the IEP.
• Facilitate or designate an appropriate facilitator of annual Individual Educational Plan (IEP) meetings
• Coordinate with the diagnostician all reevaluations with testing to be completed in a timely manner
• Coordinate support/ancillary special education staff needed to supply specific services for any special needs students
• Manage and maintain special education confidential files
• Coordinate the transfer of or request for any special education records to or from other schools
• Assure that all special education IEP forms are available either in hard copy or electronically
• Coordinate with administration regarding special education policies, procedures, and/or technical assistance
• Ensure, along with administration, that the physical plant is up to ADA code for special needs access to the building.
• Assist administration in the building of the Master Schedule as it pertains to any special needs issues
• Facilitate with any textbook purchase or other teaching materials, hardware or software particular to the specific needs of special education students.
• Ensure that the appropriate state reports are correct and submitted in a timely fashion
• Assist with implementation/ participate as a member of SAT meetings but will not act as chair
• Assist/ participate on meetings, and other intervention committees
• Ensure that all special education students are receiving their required services in the Least Restrictive Environment
• Ensure that all special needs students have an appropriate “Next Step” plan and transition plan for post-secondary choices
• Assist with Professional Development as it pertains to all teachers working with special needs students, particularly differentiated instruction
Work Year: 210 days
Reports to: Head Administrator
Bilingual/IB Director
• Complete State Bilingual Application
• Provide training to staff related to one-way language immersion program
• Implement all components of bilingual program as delineated in the State Bilingual Application
• Work with International Baccalaureate Organization to complete necessary applications and to implement program components
• Provide teachers assistance in developing IB planners and lesson plans
• Assist parents in completing home language survey
• Administer home language assessments
• Secure services for English language learners
Work Year: 210 days
Reports to: Head Administrator
Teachers
• Teach in line with the school mission and vision
• Monitor and direct student activity in accordance with the student’s IEP (when applicable), and the school’s policies and procedures
• Maintain accurate records of student progress
• Be proactive and diligent in classroom management strategies and uphold the discipline policy of NMIS
• Utilize a diverse array of techniques and modalities in order to maximize a student’s academic and personal outcomes
• Participate regularly in grade level and staff meetings
• Participate in a personal growth plan tied to the school's professional development plan
• Create lesson plans and IB planners which align with state standards
• Communicate regularly with families regarding student progress
• Analyze student data to drive instruction and track student progress
• Hold NM certification and be highly qualified in teaching assignment areas
Work Year: 180 student days, 10 professional development days (190 total)
Reports to: School Director
Office Manager/Clerical
• Oversee and maintain office equipment and supplies
• Record and report staff absences and requests for leave
• Assist Business Manager with supply and instructional material orders and distribution of catalogs
• Type memos as needed and requested by administration
• Answer the phone and record messages as appropriate
• Maintain inventory of assets
• Responsible for safeguarding and disbursement of petty cash funds
• Trained in using the Operating Budget Management System (OBS) for the purpose of providing assurance that the data of NMIS are in compliance with federal and state laws and procedures and the PED
• Prepare agendas for all meetings and send out notification
• Prepare minutes from meetings for dissemination at a later date
• Maintain student cumulative files. Process requests for student records
• Maintain student attendance records
Work Year: 210 days
Reports to: School Director
Educational Assistant
• Support student learning in any way deemed appropriate by the teacher
• Participate in staff and professional development as determined by the Director of Special Education and Bilingual/IB education.
• Assist with clerical teacher duties
• Be flexible with assigned duties – cover classes when needed
• Work with small groups at teacher discretion
Work Year: 185 days
Reports to: Classroom Teacher
Staff Plan for Years 1-5
Below is a proposed staff plan for NMIS. The maximum number of students is 20 or a 20:1 ratio per class.
| | | | | |
|Year One: 2011-2012 |Year Two: 2012-2013 |Year Three: 2013-2014 |Year Four: 2014-2015 |Year Five: 2015-2016 |
|6 Teacher FTEs |8 Teacher FTE |10 Teacher FTEs |12 Teacher FTEs |12 Teacher FTEs |
|(K-2) |(K-3) |(K-4) |(K-5) |(K-5) |
|1 Special education FTE |1 Special |2 Special education |2 Special education |2 Special education |
|(Director) |education (Director) FTE |(Director) FTE |(Director) FTE |(Director) FTE |
|.5 Art teacher FTE |.5 Art teacher FTE |1 Art teacher FTE |1 Art teacher FTE |1 Art teacher FTE |
|.5 Music teacher FTE |.5 Music teacher FTE |1 Music teacher FTE |1 Music teacher FTE |1 Music teacher FTE |
| | |.5 Arabic FTE |.5 Arabic FTE |.5 Arabic FTE |
|.25 Head Administrator |.25 Head Administrator |.25 Head Administrator|.25 Head Administrator|.25 Head Administrator|
|1 School Director |1 School Director |1 School Director |1 School Director |1 School Director |
|1 Bilingual Director |1 Bilingual Director |1 Bilingual Director |1 Bilingual Director |1 Bilingual Director |
|1 Business Manager |1 Business Manager |1 Business Manager |1 Business Manager |1 Business Manager |
|1 Office Manager/Bookkeeper |1 Office Manager (clerical) |1 Office Manager |1 Office Manager |1 Office Manager |
|(clerical) | |(clerical) |(clerical) |(clerical) |
|2 Educational Assistants |4 Educational Assistants |4 Educational |4 Educational |4 Educational |
| | |Assistants |Assistant |Assistants |
| |1 Bookkeeper (clerical) |1 Bookkeeper |1 Bookkeeper |1 Bookkeeper |
| | |(clerical) |(clerical) |(clerical) |
E. Employee Relations
In accordance with Title 6, Chapter 61, NMAC, NMIS will retain or employ teachers, administrators, and other instructional personnel who hold appropriate New Mexico licensure in elementary and secondary education, grades K-5, or other documents issued by the New Mexico State PED Licensing Division. Highly qualified teachers will teach the “core” academic classes in which they are endorsed. Teachers will be responsible for overseeing student’s academic progress, for grading, and for matriculation decisions as specified in the school’s operational policies. Qualifications for NMIS teachers and administrators will include, but not be limited to, years of teacher and administrator experience, familiarity with State of New Mexico content and benchmark standards, International Baccalaureate programs, one-way immersion education, demonstrated ability to differentiate instruction (additional specific training provided), and strength of their teaching credential (i.e. special education, ESL or bilingual, master’s degree).
Proposed Salary Schedule
NMIS reserves the right to set its own salary schedule. At this time the base pay of each staff member will be determined by the state's mandated three-tiered salary schedule. Additional money may be available for positions such as: testing coordinator and computer/technology coordinator.
NMIS will be in compliance with all applicable state and federal employment taxes. Compensation of all employees will be based on experience, qualifications, skill and technical level, and performance of the individual. All compensation decisions shall be at the discretion of the Governing Council and within approved budget constraints. Administrative and secretarial staff members will work a 12 month contract that will be negotiated with the GC.
Following are the proposed salary schedules for teachers, educational assistants, and clerical staff:
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Salary for head administrator will be one quarter of school director’s. The school director’s proposed salary schedule is $80,000 plus benefits per year for 210 working days. This salary is preliminary. Final compensation amount will be negotiated between Governing Council and head administrator and head administrator and school director respectively.
NMIS will establish reasonable, based on going rates, salaries for its head administrator and all directors.
Salary for school’s business manager during the school’s first year of operation will be $50,000 without benefits for a 12-month contract year.
Proposed salary for office manager will be $30,000 plus benefits.
Contracts will be consider for custodial and bookkeeping services.
Staff Evaluation Process
The development of strong, competent licensed and support staff employees, and the maintenance of high moral among said staff are major objectives of the New Mexico International School Governing Council. Council members believe that a program of continuous evaluation is necessary to meet its requirements.
The New Mexico International School Head Administrator will be responsible for the dissemination of a copy of the evaluation policy, and any and all changes, additions, or deletions subsequently made therein, to all personnel within the school.
The performance of all licensed staff members will be evaluated based upon the minimum criteria established by the State of New Mexico and school added criteria. Each evaluation shall be based upon the evaluator’s actual observation of the person being evaluated while performing his/her job function. The head administrator will be evaluated by the Governing Council; directors by the head administrator, teachers and other non-administrative staff will be evaluated by the school director, as provided by law.
Evaluation reports will be completed on an approved evaluation form. This evaluation will be followed by a conference between the evaluator and staff member. If the evaluator recommends a plan for improvement, a plan will be developed by the evaluator and staff member and will include a statement indicating how and by what time the improvement will be made. The staff member shall have the right to file an exception to the evaluation report within ten (10) days of the conference. This exception shall become a part of the report, and all shall be filed in the staff member’s personnel file. The file shall be accessible to the staff member, the Governing Council, the evaluator, administrative staff to which the staff member applies for employment, and those others designated in writing by the staff member.
Probationary staff members will be evaluated at least twice annually, once prior to November 15 and once prior to March 10 of each year, and career teachers to be evaluated at least once annually, prior to March 31, by the school director in accordance with the Governing Council evaluation policy. The Head Administrator will be evaluated at least once annually by the Governing Council, prior to April 15 of each year.
Professional Development Plans (PDP)
Each staff member will be expected to develop a Personal Development Plan (PDP) at the beginning of each school year. The PDP cannot be tied into the staff member’s performance evaluation until the staff member agrees and specific assessment criteria are established through mutual agreement.
Staff Discipline Process
The following procedures shall be followed by New Mexico International School Governing Council in supervising and correcting unsatisfactory work performance of licensed school personnel before serving them with notice of intent to discharge.
1. Two or more conferences shall have been held with licensed school personnel charged with unsatisfactory work performance by the School Director before notice of intent to discharge is served upon him or her. For purposes of this policy, the conference at which the supervisor first identifies unsatisfactory work performance shall be counted as one of the required conferences. Sufficient time shall have elapsed between the conferences to allow the licensed school personnel to correct the unsatisfactory work performance and to have been observed for an adequate time in the discharge of his or her duties.
2. A written record of all conferences shall be made, specifying the areas of uncorrected unsatisfactory work performance, all action suggested by the school which might improve such performance, and all improvements made. Each written record shall be signed by all parties to the conference. In the event of a refusal to sign, a notation shall be made of the refusal. A copy of each record shall be given to the person charged with unsatisfactory work performance. The Governing Council shall retain a copy of the record to be introduced at any hearing for the person charged with unsatisfactory work performance, pursuant to 6.69.2 NMAC.
F. Student Enrollment Procedures and Discipline Policy
Admissions Policies and Lottery
The following policy describes the procedures New Mexico International School (NMIS) personnel will use in determining admission to the school:
a. All students who meet the State of New Mexico's eligibility requirements for attending elementary school will be allowed to apply for admission to NMIS. NMIS does not discriminate on the basis of race, color, creed, age, gender, religious orientation, or disability in its programs, admissions policies, employment practices, or other operations. NMIS is a public elementary school that does not charge tuition or maintain admission requirements.
b. Each year at the January (winter) meeting, the Governing Council will determine by open vote the number of students to be admitted the following year. This number may be no greater than the limit established by the charter, but may be less. The Governing Council may also establish the total enrollment of students in each grade. This enrollment limit cannot be used to deny re-admission to a currently enrolled student or to the sibling of a currently enrolled student.
c. By February 15, currently enrolled students must have their enrollment information and intent to return letter for the following turned into the school. Siblings of currently enrolled students who plan to attend NMIS must have their application packet turned into the registrar by February 15. Students enrolled by this date are automatically accepted. NMIS will then determine the number of spaces available for new enrollees for the next school year. This number will be determined by subtracting the number of students who have filed letters of intent from the limit established by the charter, or the limit(s) established by the Governing Council.
d. NMIS will hold an open enrollment period during the month of March at which time eligible students may file an application packet for admission for the following school year.
e. If the number of applications received during this period is fewer than the number specified in the approved charter, or fewer than the limit(s) established by the Governing Council, all applicants will be accepted for admission.
f. Pursuant to the 1999 Charter Schools Act, should the number of applications received for enrollment be greater than the number of students allowed by the charter, or by the Governing Council limit(s), a lottery process for admission will be instituted for the applicants. This lottery will be carried out two weeks after the closing of the enrollment period. Because the Governing Council may set enrollment limits for each grade, the instituted lottery may only apply to students applying for one grade.
g. For purposes of the lottery, each applicant will be assigned a number. These numbers will be written on their application packet and on individual cards and placed into a box. These cards will be drawn at random by a municipal court judge, or another appropriate judicial official, and each student will be accepted for enrollment until the number of applications meets the maximum number of students allowed by the charter of the Governing Council. For example, if the maximum number of second grade students established by the Governing Council for the following year is 20, and the returning students who have filed letters-of-intent number 30, the first 20 applicants whose numbers are drawn by the official will be enrolled in NMIS. All other applicants will be placed on a waiting list, and will be enrolled in accordance with their assigned lottery number. For example, if the school accepts 20 students, and one drops out, the student with lottery number 21 will then be enrolled. If he or she chooses not to enroll, number 22 will be enrolled, and so forth.
h. If the number of students enrolled during the formal application period is less than the maximum number of students allowed by the charter or the Governing Council, NMIS may choose to enact a second enrollment period, which will be held in May and June. If the sum of applications received during both enrollment periods is less than the number specified in the approved charter, or established by the Governing Council, all applicants will be accepted for admission. If the number of applications received during this second period of enrollment, in combination with the earlier enrollees exceeds the maximum number allowed by the charter, a lottery will be instituted using the methods described above. This lottery will apply only to students who applied during the second enrollment period.
i. If after both of these open enrollment periods the number of students enrolled in NMIS remains below the charter-specified limit, or the Governing Council limit, NMIS may choose to continue to hold additional enrollment periods or accept students in accordance with 22-8B-4.1NMSA, students will be accepted “on a first-come, first-served basis or through a lottery selection process if the total number of applicants exceeds the number of spaces available at the…school.”
Only those students applying during each enrollment period are subject to participating in a lottery, if one is instituted. All applications must be in the business office by 5:00pm of the final day of the enrollment period.
j. Students accepted for admission must confirm in writing their date of enrollment. This date will be indicated on the written notification of admission that will be sent to each student. Students who do not confirm their enrollment by the date and time indicated in the written notification will be dropped from the admission list and placed at the end of the waiting list. All accepted students will be notified by letter within 2-weeks of the last day of the enrollment period. Students who confirm enrollment will be invited to attend an informational meeting in June to review curriculum, policy and procedures and preparation requirements for classes.
k. Parents or guardians of potential students are responsible for maintaining up-to-date information on the enrollment application, and are responsible for notifying NMIS, in writing, of any changes in address, telephone number, or other contact information. NMIS is not responsible for maintaining contact information with, or continuing a search for, an applicant who cannot be contacted within a reasonable time period and by reasonable effort. If NMIS is not able to contact an applicant to either confirm enrollment or to notify the applicant that he or she is to be moved from the waiting list to the admissions list, then the applicant may be dropped from both lists.
l. Parents of students will be required to provide the following for enrolling students.
• NMIS Enrollment Application
• Proof of Age and Citizenship (Birth certificate or other acceptable documentation)
• Emergency Medical Authorization
• Emergency Contact Information
• Authorization for Release of Information Form
• Special Education Information (if applicable)
• Immunization Records
• Student Rights & Responsibilities Contract
• Parents Rights & Responsibilities Contract
m. Once admitted to NMIS, students who remain in attendance and who meet the state’s minimum academic and behavioral requirements will be automatically accepted for each succeeding school year. Additionally, siblings of current NMIS students will be automatically accepted for admission to the school, and will not be required to participate in a lottery, if one is instituted.
n. Copies of this policy shall be made available at all locations where enrollment forms are distributed, and on the NMIS website. Notice of the availability of this policy shall be included in all advertisements.
School Advertisement
New Mexico International School welcomes all students who are eligible to attend school in New Mexico. In order to ensure equal opportunity to all those who hope to attend NMIS, the school will place newspaper advertisements of general circulation in the Albuquerque area, which includes the communities of Rio Rancho, Los Lunas, Belen, Placitas and East Mountain communities. Flyers will also be distributed through outreach efforts community (Youth development organizations, neighborhood organizations, and student academic associations).
The Charter School Act includes the following provisions:
• A charter school shall be subject to all federal and state laws and constitutional provisions prohibiting discrimination on the basis of disability, race, creed, color, gender, national origin, religion, ancestry or need for special education services.
• Except as otherwise provided in the Public School Code, a charter school shall not charge tuition or have admission requirements.
NMIS here assures that the school does not charge tuition. Neither does the school establish admission requirements or accept certain populations except as otherwise provided in the Public School Code.
School Response to Enrollment Shortfall
The plan is two-fold:
a. Each year in January, the Governing Council will establish its enrollment goals for the following year. If in any year NMIS fails to meet its enrollment goals by July 1, the Governing Council president will ask the head administrator to conduct a more expansive marketing program for the school. This will include an additional July enrollment period, with concomitant advertising in local newspapers. This marketing campaign will also include flyers strategically placed in all communities now served by NMIS, including Albuquerque, Corrales, Rio Rancho, Los Lunas, Belen, Placitas and the East Mountain communities. The marketing plan may, at the discretion of the GC president, also include radio advertising and other advertising media within these markets.
b. If the school continues to fall short of its enrollment goals, an Enrollment Committee will be established. This committee will consist of the President of the Governing Council, the GC treasurer, the Executive Director and the Business Manager. This committee will meet on August 1 to consider any necessary budget cuts. If cuts are required, the committee will provide to the GC at a special/emergency meeting a list of proposed budget adjustments that will ensure the school is run in a fiscally responsible manner. Cuts may include the cancellation of sporting events or teams, dismissal of part-time faculty, or the cancellation of certain courses not required by New Mexico state law or the graduation requirements established for NMIS in this charter. If it becomes necessary to terminate tenured teachers, NMIS will follow the Reduction in Force procedures required under New Mexico law.
Student Discipline Policy
High standards for academics, high standards for behavior.
Zero Tolerance
New Mexico International School (NMIS) is unequivocally committed to providing a safe and orderly environment in which students can improve their academic achievement. Students whose behavior does not meet the school community's clearly deemed standards for reasonable and acceptable behavior will not be permitted to disrupt the education of others. Students who pose an immediate danger to the school community will be removed from class or the school, depending on the severity of the infraction. No warnings will be given or exceptions granted. Without a firm and consistent discipline code, none of what we envision for the school can take place. Therefore, we cannot overemphasize the importance of providing a firm and consistent discipline code. Students and families have a right to attend a safe and orderly school.
A complete explanation of NMIS’ Student Discipline Policy is found in the appendix section of this application.
Dress Code
Students attending NMIS will be required to follow a dress code. A draft of the dress code will be presented to the Interim Governing Council for approval during the school’s planning year.
G. Facilities
New Mexico International School (NMIS) will be located at the present Cottonwood Classical Preparatory School (NMIS) in Los Ranchos de Albuquerque. NMIS will continue to move and occupy the east buildings of the Unser facility. NMIS will utilize the west building/campus. This section of the Unser facility is E-Occupancy (copy of certificate is included in the appendices section) ready and has more than 27,000 square feet of available space. Following are pictures and site plan of the facility demonstrating sufficient outdoor (including parking spaces) and indoor space.
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Front Entrance of the Unser West Building/Campus (proposed location for NMIS)
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Classroom Space at the Unser West Building/Campus (proposed location for NMIS)
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Site Plan of the Unser Buildings/Campus (NMIS will occupy the West Building)
The Unser West Building/Campus provides a comfortable facility for all 240 NMIS students.
H. Other Student Services
Description of Transportation Plans
New Mexico International School will not provide transportation services unless it is required by a students IEP.
Description of Food Service Plans
New Mexico International School will not provide food services.
Description of Other Services
New Mexico International School will contract with Cooperative Educational Services (CES), Nursing Services, and other special education related services such as physical therapy, occupational therapy, and counseling.
PART VIII: Requirements
A. Legal Liability and Insurance Coverage
Insurance
A. New Mexico International School (NMIS) will maintain adequate insurance coverage as addressed in 6.50.1 et al NMAC and by the Public Schools Insurance Authority Act, 22 et seq. NMSA 1978.
B. The New Mexico Public School Insurance Authority (NMPSIA) provides insurance for employee benefits and property and liability coverage. NMIS will provide Worker’s Compensation Insurance through NMPSIA and will adhere to all statutory regulations regarding application of this program. Premiums are determined for health, vision, dental, and LTD coverage by the Authority and their staff with procedures set by statue. Property and liability coverage are determined by a claims loss ratio by the Authority and their insurance carrier. A Memorandum of Coverage is provided to the Insurance Authority for each fiscal year and forwarded to the provided under the risk insurance program.
C. Conditional to the requirements and limitations set forth in the state law, authorized to approve contracts, including employment contractual arrangements, will be made by the Governing Council.
D. As per the NM Charter School Act of 1999, the Albuquerque Public Schools will not be held liable for nay actions of the New Mexico International School.
B. Waivers
New Mexico International School requests no waivers from the New Mexico Public Education Department. The NMIS educational program will comply with all state (Public Education Department) requirements.
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